Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning...

Technology Enhanced Learning

Module 4: Assessment and feedback

PG Cert HELSE Teaching and Learning Centre / Centre for

Learning Technology

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Overview

(1) Your experiences with giving feedback using learning technologies

(2) Why feedback matters? (recap)

(3) Learning technologies and feedback

(4) Learning technologies in action

(1) Your experiences

• What learning technologies (including in assessment and feedback) have you used in your teaching and learning?

• Give an example of how a technology enhanced your teaching and/or learning.

(2) Why feedback matters?

• Assessment and feedback are consistently the least satisfactory aspects of higher education from a learner’s perspective (Surridge, 2009)

• A mismatch between tutors’ and students’ perceptions of the purpose and efficacy of feedback

• Feedback bridges the gap between ‘current and desired understanding’ (Hattie & Timperley, 2007)

(3) E-feedback systems

• Holistic approaches to feedback

• Two case studies from:– University of Westminster (E-reflect)– Manchester Metropolitan University (VLE

based system)

(3) Other technologies for feedback and assessment• Wikis – collaborative, knowledge

sharing• Blogs - reflective diaries• Quizzes – self tests and for tutor

feedback• Personal response systems• Audio feedback tools

(3) Personal Response Systems

• PRS an important tool for getting feedback as a teacher

• Checking facts and understanding

• Gauging opinions

• Exploring dilemmas

• Stimulating debate

Examples of PRS at LSE

Which of these regions emitted the most CO2 in the 20th century?

1 2 3 4 5

0% 0% 0%0%0%

1. North America

2. Africa

3. The Soviet Union

4. Europe

5. The Middle East

10

“There is a powerful case for strong action on climate change”

1 2 3 4 5

0% 0% 0%0%0%

• 1. Strongly agree• 2. Agree• 3. Unsure• 4. Disagree• 5. Strongly

disagree

Audio feedback

• Can say more than in an audio recording than in written feedback

• Convey nuances using voice• Students may find it more engaging,

more personal• May save time and facilitate immediate

feedback

(4) Learning technologies in action• Two activities to explore use of:

– Personal response system (PRS) – Audio feedback

• Working in small groups prepare either a PRS quiz or some audio feedback and upload to Moodle

• Be prepared to comment on your experiences

(4) Feedback and reflection

• Your experiences of using the tool

• How do you think it could help in the feedback process?

• What are the advantages and disadvantages over other more traditional ways of giving or receiving feedback?

References

Hattie, J. & Timperley, H. (2007) ‘The power of feedback’, Review of Educational Research, 77(1), pp. 81–112

Surridge, P. (2009) NSS Three years on. Available at: http://www.heacademy.ac.uk/assets/EvidenceNet/Summaries/surridge_nss_three_years_on_summary.pdf