ta webinar 17 jul 2019 slides-rerun.pptx...
TRANSCRIPT
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17 Jul 2019: 07:00AM UTC/GMT (re-recorded 17 Sep) Making technology enhancement effective: what works? Assessment in Higher Education Post conference panel session Justtoletyouknow:
Bypar'cipa'nginthewebinaryouacknowledgeandagreethat:Thesessionmayberecorded,includingvoiceandtextchatcommunica'ons(arecordingindicatorisshowninsidethewebinarroomwhenthisisthecase).Wemayreleaserecordingsfreelytothepublicwhichbecomepartofthepublicrecord.Wemayusesessionrecordingsforqualityimprovement,oraspartoffurtherresearchandpublica'ons.
Webinar Series
e-AssessmentSIG
Webinar Hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, Office of PVC Education, University of New South Wales m.hillier[at]unsw.edu.au
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7thInterna'onalAssessmentinHigherEduca'onConference,26th-27thJune2019,Manchester,UKhSps://aheconference.com/#AssessmentHEConf
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Conferencesummary
2keynotepresenta'ons6masterclassesMorethan100otherpresenta'onsincluding:Ø Researchpresenta'onsØ RoundTablepresenta'onsØ “Posterandpitch”presenta'onsØ Micropresenta'ons
~220delegatesfromallothertheworld
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BruceMacfarlanekeynote
Assessment,studentperforma>vityandthefreedomtolearn“StudentrightsatUniversityarebeingunderminedbyprac'cesthatrewardsocialandbehaviouralperforma'vityandpunishnon-compliance…thisdamagesstudentfreedom”Ø Bodilyperforma'vityØ Par'cipa'veperforma'vityØ Emo'onalperforma'vity
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PhillDawsonkeynote
Whyyoushouldcheat:Buildinganevidencebasetoresist“assessmentconserva>sm”
Ø Darkagesarecomingforassessmentifassessmentforlearning
doesn’towntheacademicintegrityconversa'onØ Therearethingswecandotoimproveassessmentsecuritythat
aren’tbadforlearningØ Weneedmoreevidence–andwe’llneedtocheattogetit
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Conferencethemes
Ø Assessmentforlearningandthemeaningandroleofauthen'c
assessmentØ Leadingchangeinassessmentandfeedbackatprogrammeand
ins'tu'onallevelØ Addressingchallengesofassessmentinmasshighereduca'onØ Integra'ngdigitaltoolsandtechnologiesforassessmentØ Developingacademicintegrityandacademicliteraciesthrough
assessmentØ Assessment:learningcommuni'es,socialjus'ce,diversityandwell-
being
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Aques>onfortoday’swebinar:
“Makingtechnologyenhancementeffec've:Whatworks?”
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Aques>onfortoday’swebinar:
“Makingtechnologyenhancementeffec've:Whatworks?”Let’sstartbythinkingwhatwemightincludeas“technology-enhancedassessment”usingthelensoftwocontras>ngpresenta>onsfromtheconference
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Today’sspeakers
MiraVogel,King'sCollegeLondon"Studentsandassessorsinconversa0onaboutauthen0cmul0modalassessment“MariaRosariaMarsico,UniversityofExeter"Onlinetoolstoenhancestudentsexperience:assessment"
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Students and assessors in conversation about authentic multimodal assessment Dr Mira Vogel
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Overview and background
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Focused on one dimension of the research-based Connected Curriculum at UCL “Students learn to produce outputs – assessments directed at an audience”
Fung, 2017
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Overview - a UCL Connected Curriculum Fellowship Project • What kinds of authentic assessed work are students
producing at UCL, and using which digital media? • How are students supported to conceptualise their
audiences? • What approaches are taken to assessing multimodal
work? • Thanks to Dilly Fung and Brent Carnell.
https://blogs.ucl.ac.uk/ccfellows/2016/10/07/authentic-multimodal-assessments/
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What do we mean by authentic and multimodal?
• Engage with course material deeply and preferably, personally.
• Think like researchers and professionals in the discipline.
• Produce work with value beyond the end of the course.
Meyer and Land, 2003; Boud, 2016; Sambell et al, 2013.
https://prezi.com/view/aGHYQjBLIBtseX9xNKUe/
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“As soon as our sights are set on the objective of creating the learning condition for full social participation, the issue of differences becomes critically important.”
Why make room for digital multimodal assessment?
Turning outward: • Social participation. • Effort, attention, pride. • Multiliteracies. • Non-disposable. • Authentic. • Civic academia.
New London Group, 1996
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“… understanding and competent control of representational forms that are becoming increasingly significant in the overall communications environment, such as visual images and their relationship to the written word."
Why make room?
Turning outward: • Social participation. • Effort, attention, pride. • Multiliteracies. • Non-disposable. • Authentic. • Civic academia.
New London Group, 1996
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Why make room?
Turning outward: • Social participation. • Effort, attention, pride. • Multiliteracies. • Non-disposable. • Authentic. • Civic academia.
“…assignments that students complain about doing and faculty complain about grading.” Wiley, 2013
Seraphin et al, 2019
“…theoretically backed and anecdotally supported…
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Why make room?
Turning outward: • Social participation. • Effort, attention, pride. • Multiliteracies. • Non-disposable. • Authentic. • Civic academia.
“…students have stayed, but popular sentiment is not running our way. … We need practical demonstrations of how teaching and research bring prosperity to community, opportunities for the young, a richer and more engaged life for all.”
Davis, 2017
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Methods
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Decisions about methods
• Everyone so busy – how can participation be worthwhile?
• Assessment is emotional. • But anonymity would be
practically impossible.
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Decisions about methods
• Everyone is very busy – need to make participation worthwhile.
• Assessment is emotional. • But anonymity would be
practically impossible.
1. Recruit pairs / threes of students and assessors for relaxed dialogue over the students’ work.
2. Generate interview prompts from literature.
3. Video, transcribe, analyse thematically (Nvivo).
4. Report as video.
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Questions for students Questions for staff assessors Why do you think you were asked to make this [video / blog / podcast]? What was your first impression of the assignment – did it seem academic? What was your understanding of how to succeed? Who were your audience and how did the idea of them influence your work?
Which parts were most straightforward to produce? Most challenging to produce? What has been most valuable about doing this assessment?
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Questions for students Questions for staff assessors Why do you think you were asked to make this [video / blog / podcast]?
Anything to add?
What was your first impression of the assignment – did it seem academic?
Anything to add?
What was your understanding of how to succeed?
Same question.
Who were your audience and how did the idea of them influence your work?
Anything to add?
Which parts were most straightforward to produce?
And to assess?
Most challenging to produce? And to assess? What has been most valuable about doing this assessment?
Same question.
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Themes from the dialogues
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Both academic and multimodal
https://youtu.be/cyTZyWVUoiE?t=427 Adam and Amoolya, Advanced Neuroimaging
• Students need to know why they are asked to produce new kinds of work.
• Students need reminding to bring academic standards to informal modes of communication.
• Multimodal work can stimulate fresh academic perspectives.
• New perspectives can liberate students; assessors are often exhilarated by this.
• Students can work with academic ideas in ways which feel authentic.
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Audience brings pride and attention
https://youtu.be/DIy4e9hf90A?t=121 Anna, studying Digital Anthropology. Julien, studying History. Samir, studying Economics.
• Students make an effort to be engaging.
• Making a good first impression becomes important.
• Student networks bring wider attention.
• There’s a virtuous circle of effort, attention and pride.
Currently, audiences are mostly notional, rarely defined in detail.
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Assessing diverse work • Diversity can be challenging
for assessors. • It can also be very
enjoyable. • Sometimes the work falls
short of students’ vision or effort.
• Success is more about communication than tech skills.
• Assessors discern effort, purpose and achievement.
https://youtu.be/RXEC_8Eki6A?t=376 Hannah, assessing Digital Anthropology. Jacky, assessing History. Thomas, assessing interdisciplinary object-based learning. https://youtu.be/RXEC_8Eki6A?t=376 Antony and Laura, ancient ideas in the modern world
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Dilemmas and purposes - watch for 1 min 11 sec
6 min 19 sec to 7 min 30 sec. https://youtu.be/RXEC_8Eki6A?t=3769
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The power of peers
https://youtu.be/Uy7wzKf6MtE?t=42 Kerstin, assessing the built environments. Oreoluwa, studying engineering.
• Peers take an interest and spread ideas.
• Groups sustain each other in ambitious interpretations of a task.
• Groups attempt more technically demanding work.
• Students in groups learn the balance between control and workload.
• Groups bring warmth and companionship to learning.
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More themes and further information
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Further information Project page: https://wiki.ucl.ac.uk/x/LUq_Aw including link to these videos, thanks and credits to participants. Videos: https://mediacentral.ucl.ac.uk/Browse/Tag/authentic%20assessment Or: https://www.youtube.com/playlist?list=PLJBjo34xOdTOybJGpAo_9-_S2Ui6ZwsCx Resources including gallery, guidance and tools: https://prezi.com/view/aGHYQjBLIBtseX9xNKUe/ Gaining consent to show, public or open students’ work: https://wiki.ucl.ac.uk/x/BQYzAw
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References Bayne, S. 2015. Assessment born digital. Talk at UCL, May 2015. https://blogs.ucl.ac.uk/digital-education/2015/05/12/assessment-born-digital-sian-bayne-at-ucl/ Boud, D. and Soler, R., 2016. ‘Sustainable Assessment Revisited’. Assessment & Evaluation in Higher Education 41(3): 400–413. https://doi.org/10.1080/02602938.2015.1018133. Davis, G., 2017. An irredeemable time? The rising tide of hostility toward universities. Speech to the Civic University Commission, 19th October 2017. Available from: http://upp-foundation.org/professor-glyn-davis-full-speech-irredeemable-time-rising-tide-hostility-toward-universities/ DePalma, M.-J., Alexander, K.P., 2015. A Bag Full of Snakes: Negotiating the Challenges of Multimodal Composition. Computers and Composition 37, 182–200. https://doi.org/10.1016/j.compcom.2015.06.008 Fung, D., 2017. A Connected Curriculum for Higher Education. UCL Press. https://doi.org/10.14324/111.9781911576358 . Lincoln University, 2010. Student as Producer. https://studentasproducer.lincoln.ac.uk/ . Meyer, Erik, and Ray Land. ‘Threshold Concepts and Troublesome Knowledge (2): Epistemological Considerations and a Conceptual Framework for Teaching and Learning’. Higher Education 49, no. 3 (2005): 373–88.. New London Group, 1996. A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review 66, 60–92. http://newarcproject.pbworks.com/f/Pedagogy+of+Multiliteracies_New+London+Group.pdf Sambell, Kay, Liz McDowell, and Catherine Montgomery. Assessment for Learning in Higher Education. Taylor and Francis, 2013. Seraphin, S. B., Grizzell, J. A., Kerr-German, A., Perkins, M. A., Grzanka, P. R., & Hardin, E. E. (2019). A Conceptual Framework for Non-Disposable Assignments: Inspiring Implementation, Innovation, and Research. Psychology Learning & Teaching, 18(1), 84–97. https://doi.org/10.1177/1475725718811711 Sorapure, M., 2006. Between modes: assessing student new media compositions. Kairos 10. http://english.ttu.edu/kairos/10.2/coverweb/sorapure/between_modes.pdf Wiley, D., 2013. What is open pedagogy? https://opencontent.org/blog/archives/2975 Yancey, K.B., 2004. ‘Looking for Sources of Coherence in a Fragmented World: Notes toward a New Assessment Design’. Computers and Composition 21(1): 89–102. https://doi.org/10.1016/j.compcom.2003.08.024
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Thank you :-) keep in touch [email protected]
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Onlinetoolstoenhancestudentsexperience:assessmentandfeedbackAssessmentinHigherEduca'onConference2019Manchester,26&27June2019DrMariaRosariaMarsico,SeniorLecturerinStructuralEngineeringDirectorofEduca'on,[email protected]
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!
Background
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!
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!EngineeringdisciplineandtheNationalStudentSurvey
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Resultsin2017showedstudentsa'sfac'onregarding“AssessmentandFeedback”justabove50%.• StudentsnotengagedwithNSS.
• Studentswerenotsa'sfiedwithqualityoffeedbacktheyreceived.
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!ProvidingfeedbackTheimportanceoffeedbackforlearninghasbeenhighlightedbyanumberofauthors,emphasising• itsroleinfosteringmeaningfulinterac'onbetweenstudentandinstruc'onalmaterials(Buchanan,2000:199),
• itscontribu'ontostudentdevelopmentandreten'on(Yorke,2001),
• butalsoits'me-consumingnatureformanyacademicstaff(Gibbs,2006)
Buchanan,T.(2000)TheefficacyofaWorld-WideWebmediatedforma'veassessment,JournalofComputerAssistedLearning,16,193–200.Yorke,M.(2001)Forma'veassessmentanditsrelevancetoreten'on,HigherEduca0onResearchandDevelopment,20(2),115–26.Gibbs,G.(2006)WhyassessmentischanginginInnova'veAssessmentinHigherEduca'onbyBryanCandCleggK,Routledge.
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!AssessmentsupportsstudentlearningFourofGibbs’s‘elevencondi'ons’underwhichassessmentsupportsstudentlearning(GibbsandSimpson,2004)arepar'cularlyworthyofexamina'oninthiseduca'oncontext:• theprovisionofsufficientfeedback(intermsofbothfrequencyanddetail);
• theprovisionof>melyfeedback;• thedeliveryoffeedbackinsuchawaythatstudentshavetoengagewithit;
• theprovisionoffeedbackthatcanbeacteduponbythestudentinfuturelearningtasks.
Gibbs,G.andSimpson,C.(2004)Condi'onsunderwhichAssessmentsupportsStudentLearning.Learningandteachinginhighereduca'on.1,3-31
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!Usingtechnology
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HEAandUniversityEduca>onStrategies2019-25LearningReimaginedUoEDigitalTransforma'onUoE
Onlineassessment
Laurillard,D.,etal.,(2009)“Implemen'ngtechnology-enhancedlearning”,inTechnology-EnhancedLearning,eds.N.Balacheff,S.Ludvigsen,T.DeJong,A.Lazonder&S.Barnes,Springer,Dordrect,TheNetherlands,pp.289-306.Wolsey,T.(2008).EfficacyofinstructorfeedbackonwriSenworkinanonlineprogram.Interna'onalJournalonELearning,7(2),311–329.VanderPol,J.,VandenBerg,B.A.M.,Admiraal,W.F.,&Simons,P.R.J.(2008).Thenature,recep'on,anduseofonlinepeerfeedbackinhighereduca'on.Computers&Educa'on,51(4),1804–1817.
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!AlternativeSolutions
• VirtualLearningEnvironmentquiz• limitedques'onstyles• requireprogrammingskillsforsevngadvancedengineeringques'ons/feedback
• Ques'onMarkPercep'on• notuserfriendly• limitedques'onstyles• requireVPNforadvancedsevnghSps://www.ques'onmark.com/content/create-ques'ons-and-assessments-ques'onmark-live
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!
CaseStudyAthirdyearengineeringmodule 17
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!Aweb-basedassessmentOnlineassessmentfeatures:• Providingindividualised,targetedfeedback• Acomprehensivefeedback(e.g.,addinglearningresources,images,examples,videos,link,reflec'onontutorials)
• Givingareferencetotherelevantsec'onofthecoursematerialCreateaprac'ceassessment(PA)toreduceanxietybyallowingthestudentstobecomefamiliarwiththecomputersystem(Sly,1999)Ø Verifythatstudentsengagewiththeprac'ceassessmentØ E.g.simpleques'onswithimmediatefeedbackazersubmission
Sly,L.(1999)Prac'cetestsasforma'veassessmentimprovestudentperformanceoncomputer-managedlearningassessments,AssessmentandEvalua0oninHigherEduca0on,24(3),339–43.
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!Thestructureoftheassessment
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Ques'onBank
Spreadsheet
Outlook
StudentsAnswers
Feedback
MicrosozWord
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!
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!
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!
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!
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!
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Theuseoflearningmaterial
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!NSS2018
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AssessmentandFeedback+11.4%
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!Conclusions• OnlineassessmentshelpteacherstoovercomechallengesintheHigherEduca'on(e.g.increasestudentsnumber,academicsupportforall,highqualityoffeedback)
• Tailor-madefeedbackisdesignedonthebaseofstudent’sacademicperformance,addressingspecificneedsandsuppor'ngtheirlearningandprogression.
• Assistandsupportstudentsduringtheirlearningjourney• Effec'veapproachtowardsimprovingtheNSSscore• FitwithintheHEA/UniversityEduca'onStrategies
§ ThetoolthatIhavedevelopedhasbeentestedbyotheracademicsintheirengineeringmodules(2ndyear).Studentsareenthusias'c.
§ Colleaguesfrommedicineandmathema'csareimplemen0ngand“gamifying”theautomatedfeedbacksozware.
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ThankyouforyourkindaQen0on!AssessmentinHigherEduca'onConference2019Manchester,26&27June2019DrMariaRosariaMarsico,SeniorLecturerinStructuralEngineeringDirectorofEduca'on–[email protected]
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Aques>onfortoday’swebinar:
“Makingtechnologyenhancementeffec've:Whatworks?”Let’sstartbythinkingwhatwemightincludeas“technology-enhancedassessment”…
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Star>ngfromapersonalreflec>on
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Otherideasfromthisyear’sconference:
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Retaining Students and Designing for Success with Interactive Technologies
PuzzleMissingPiecebyAndrewDoanefromtheNounProject
Melissa Roughley, Educational Developer & Victoria Quilter, Sessional Lecturer
• Integrating digital tools and technologies for assessment
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Identifying high fail subjects and developing interventions
Qualitative Data • SETU over 6 terms • Assessment task descriptions and rubrics • Classroom observation
Quantitative Data • Student pass rates over 3 years • Average grade over 6 terms • Grade distributions over 6 terms (per task)
ACC100 ACC600ECO600MKT100MGT101
High fail rates
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The critical issue =
• Build a set of interventions for each subject
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Created exemplars • Engages learners to find out more via annotations
• Linked to rubric criteria
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Built opportunities for immediate feedback • Engaging and interactive
• Immediate feedback
• Checkpoints to consolidate knowledge
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Reduced academic misconduct • Academic Integrity
Module (AIM) for students
• Slick integration of H5P interactive
• Examples given in scenarios and mini cases
• Immediate feedback on self-check activities
• Badge on completion
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Other presentations from the Conference • Usingtechnologytoprovidefeedbacktolargeclasses• Goals,benefitsandchallenges:implemen'ngdigitalassessmentatBrunelUniversity,London
• Usingdigitaltoolstofacilitatepeerreviewandenhancefeedbackandassessment
• Aflexibleandfairweb-basedGroupMarkingToolthatcombinesbothstaffandstudent(peer-review)scores
• Theefficacyofaudiofeedback:Aninter-ins'tu'onalinves'ga'on• Suppor'ngasynchronous,mul'-ins'tu'on,studentlearning,throughpeer-assessmentandfeedback,usingPeerwiseinthird-levelchemistry
• Academicintegritythroughe-authen'ca'onandauthorshipverifica'onfore-assessment:impactstudy
• Changesintechnology-assistedassessmentandfeedbackinUKuniversi'es
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Whatdowemeanby“technology-enhanced
assessment”?
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Makingtechnologyenhancementeffec>ve:Whatworks?
Whatcanwedotomaketechnology-enhancedassessmentmoreeffec've?
Aretherethingsweshouldn’tbedoing?
Howfarisitappropriatetodo?
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Webinar Series
Webinar Session feedback With thanks from your hosts Webinar Hosts Professor Geoff Crisp, Deputy Vice-Chancellor & Vice-President Academic University of Canberra g.crisp[at]canberra.edu.au Dr Mathew Hillier, Office of PVC Education, University of New South Wales m.hillier[at]unsw.edu.au Recording available http://transformingassessment.com
e-AssessmentSIG