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Can a combination of electronic marking grids (eGrids) and viva based driving tests…
Improve the quality of student feedback?
Optimise staff time spent in assessment?
Action Research Approach
Mock NSS Results ◦ Entire year minus module◦ Module only
Access logs Student and Staff Focus Groups Observation and Reflection
eGrids used on two second year modules
Multimedia and Internet Technology◦ Existing module modified to eGrid assessment◦ 4 x assessment points
Internet Software Development ◦ New module written with eGrids in mind◦ 3 x assessment points
Both Modules◦ 100% Coursework◦ Extensive use of on-line videos◦ 1 x 2hr Lab, 1 x Lecture◦ All TLA provided at the start
Viva based assessment Allows multiple attempts Peer learning
Limiting factors◦ One test a week◦ Three “time outs”◦ Sliding scale of marks◦ Only assessed in taught session
Used so far only on “small” assessments
Confidentiality – G6.77 Account Server creates the grids Read only access for student Students may model grades
Read write access for staff Staff update grid with grades + feedback
Split into “credit categories” Grades may be 0, 25, 50, 70 or 100% Grade is time sensitive
Claims for Credit◦ Self + peer assessment◦ May be limited to a single credit category
Formative Claims (25% claims)
Review weeks Time built into taught sessions for assessment
Summative Claims After assignment deadline (time sensitive grade)
Continuous Claims Theoretical aspects (time sensitive grade)
Module only % Minus module %
Assessment and Feedback A B C D E A B C D E
The criteria used in marking have been clear in advance
56 32 10 3 0 34 48 16 2 0
Assessment arrangements and marking have been fair
51 30 16 3 0 31 52 11 5 0
Feedback on my work has been prompt 49 37 6 8 0 23 41 28 7 2
I have received detailed comments on my work
33 40 22 2 3 23 30 36 7 5
Feedback on my work has helped me clarify things I did not understand
42 34 18 6 0 23 38 25 7 8
A = Definitely Agree, B = Mostly Agree, C= Neither Agree Nor Disagree, D = Disagree, E= Definitely Disagree
(60 Students over 2 Programmes involving 3 Staff)
Staff Perspective◦ Marking a lonely and boring activity – this
approach is anything but◦ Significant reduction in marking out of class◦ Quite an intense process◦ Get to know students◦ Sensitive to staff absence◦ Can be quite hard to tell a student to their face
their work is not up to scratch ◦ Feedback must be constructive and positive◦ Possibly demanding for staff new to
teaching / new to module content
Teaching and Learning◦ Mechanism is initially alien to both staff and
students – some confusion, conflict and anxiety
◦ Positive impact on plagiarism – ownership of work◦ Staff and students develop consensus on quality◦ Moderation of work possibly an issue
Management◦ Time to plan prior to delivery (not a luxury I
had this time)◦ Timing of assessments, we need to provide
time for students to reflect and engage – less may well be more!
◦ Number and nature of credit categories need to be thought through in advance
◦ Changing grids once teaching has started is a problem
◦ Collating grades needs addressing◦ Update of staff data entry
Student Perspective◦ Students become active participants in
assessment◦ Loud cheer of “yes” when asked if they like
this approach◦ Reduced impact on loss of work◦ Not all students engage with the process ◦ (true of whatever we do!)
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