the changing face of assessment and feedback: how technology can make a difference - lisa gray -...
DESCRIPTION
Over the past two years, the Jisc Assessment and Feedback programme has worked with over 30 institutions in the UK further and higher education sector to pilot new approaches that address a range of challenges to better meet the needs of learners, employers and staff. This workshop will share some of the experiences, approaches and lessons learned from these projects around key themes including: Influencing change in assessment and feedback practices through a principle-led approach Assessment and employability: the role of technology in supporting the development of skills and competences to enhance employment prospects Feedback and feed forward: the role of technology in supporting learner engagement with feedback and improving progression Electronic assessment management and how technology can support assessment lifecycle processes to make more effective use of resources A range of resources will also be shared that can help to inform organisational good practice in enhancing assessment and feedback through technology. The session will involve a mixture of presentation and discussion, giving participants opportunities to ask questions, discuss the themes emerging and how they relate to their contexts, and contribute to discussions around future priorities related to technology-enhanced assessment and feedbackTRANSCRIPT
12/03/2014 The changing face of assessment and feedbackHow technology can make a difference
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Overview
»Assessment and feedback challenges
»Influencing change through principles
»Feedback and feed forward
»Assessment and employability
»Electronic assessment management
The changing face of assessment & feedback 12/03/2014
The full storyProgramme Report: http://repository.jisc.ac.uk/5450/
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Context
»Jisc Assessment and Feedback Programme (2011 – 2014)
»20 projects and over 30 institutions involved across the UK
» 3 strands focused on institutional change, evaluation of technologies and technology transfer
»Directly involved 2,200 staff and 6,000 students
www.jisc.ac.uk/assessmentandfeedback
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Activity: A challenging landscape…..
What areas are uppermost in your mind as challenges relating to
assessment and feedback in your context?
»5 mins to discuss in pairs/tables
»Write up your top 3 on post-its
From challenge to change 07/02/2014
A challenging landscape
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»highly devolved & inconsistent
»traditional practices dominate
»lack of developmental focus
»relevance to world of work
»learner in passive role
CC BY-NC-ND 2.0 Whirling Phoenix
The changing face of assessment & feedback 05/12/2013
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The Vision: a principled approach
»Need to articulate the underpinning vision
»Principles are a good way to articulate and operationalise this
›Provide a synthesis of the research
›Action oriented
›Evaluation deviceCC BY 2.0 Mind_scratch
ResourcesWhy principles? http://www.reap.ac.uk/TheoryPractice/Principles.aspxOverview of principles: http://jiscdesignstudio.pbworks.com/w/page/40343419/Assessment-and-feedback-principles
The changing face of assessment & feedback 12/03/2014
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REAP principles
»Clarify what good performance is (goals, criteria, standards)»Facilitate the development of reflection and self-assessment
in learning»Deliver high quality feedback to students: that enables them
to self-correct»Encourage peer and student-teacher dialogue around
learning»Encourage positive motivational beliefs & self esteem
through assessment»Provide opportunities to act on feedback»Provide information to teachers that can be used to help
shape their teaching (making learning visible)
Nicol and Macfarlane-Dick (2006)
Good assessment and feedback should:
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Curriculum designImplementing principles
University of Ulster ‘Viewpoints’ Cardshttp://jiscdesignstudio.pbworks.com/w/file/70476581/Viewpoints%20A%26F%20Cards.pdf
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Spend 10 minutes looking through the cards, and then identify and agree as a table your top 3 principles for assessment and feedback in order of importance.
If you have time, explore the activities on the back of the cards.
Viewpoints activity
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Promoting employability»Emphasis on summative assessment does not reflect working life
»Skills in giving feedback and using feedback from multiple sources essential
»Sometimes understanding the brief is the hard part….
»Students can not always articulate the skills they have
CC BY-NC-ND 2.0 Webmaster Birmingham City University
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Dimensions of work-integrated assessment
University of Exeter Work Integrated Assessment Model
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University of Exeter student evaluation of learning from applying model
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Peer review
»Most significant shift towards assessment for learning
»Students need to be convinced of benefits
»Open source tools e.g. Peerwise
CC BY-SA 2.0 AJC1
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Aligning technology with principles
University of Exeter ‘Tech Trumps’http://jiscdesignstudio.pbworks.com/w/page/63225947/Technology%20Top%20Trumps
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Longitudinal development: feeding foward
»Feed forward
»Ipsative approaches
»Technology needed to support information sharing
CC BY-NC-ND 2.0 Waveneyavenue
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Curriculum Design: scheduling
University of Dundee course redesign using
University of Herfordshire assessment timelines tool
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Analysing feedback
»Feedback is a ‘black box’
»Programme teams don’t discuss feedback
»Useful analytical tools available
CC BY-SA 2.0 xdxd_vs_xdxd
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What kind of feedback do you give?P1 - Praise. Motivating but if used indiscriminately can appear insincere.
P2 - Recognising Progress (ipsative feedback). Can be motivating and informs students about their learning. Lack of progress serves as an early warning.
C - Critique. How work falls short of expectations or criteria; can be discouraging if not accompanied by information on how to improve.
A - Advice. Help students take future action to improve.
Q - Clarification requests. Asking learners to think more deeply about their work and generate actions themselves.
O - Unclassified statements. Neutral comments, for example that describe the piece of work but do not make any judgement.
(adapted from IOE feedback profile)
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Electronic Assessment Management
»Academics less keen than students or administrators
»Technology is coming of age
»Clear evidence of workload savings
»Pre-requisite for analytics
»Electronic marking isn’t that bad!!!
CC BY-NC-SA 2.0 jackhynes
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Activity:
Returning to your principles & challenges, what approaches highlighted today might help implement the principles & address the challenges? .
What are the remaining challenges that still need solutions ?
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Any questions ?
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http://bit.ly/jiscdsaf
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Briefings
»Changing assessment and feedback practice with the help of technology
»Electronic Assessment Management
»Enhancing student employability through technology supported assessment and feedback
»Feedback and feed forward: using technology to support learner longitudinal development
The changing face of assessment & feedback 12/03/2014