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www.jisc.ac.uk/assessmentandfeedback

Assessment and Feedback programme24th April 2012

Overview

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Overview of programme, strands and deliverables

Programme overview

Strand A

8 Projects

3 years 2011-2014

Strand B

8 projects

6 months to 2 years

2011-2013

Support and Synthesis Project

Strand C

4 projects

9 months to 2 years

2011-2013

Locations

Programme level outcomes

Increased usage of appropriate technology-enhanced assessment and feedback, leading to:

– Change in the nature of assessment

– Efficiencies, and improvement of assessment quality

– Enhancement of the student and staff experience

Clearly articulated business cases

Models of sustainable institutional support, and guidance on costs and benefits

Evidence of impact – on staff and students, workload and satisfaction

Strand A goals and objectives

Improved student

learning and progression

Increased efficiency

Enhanced learning and

teaching practice

Integrated strategies, policies & processes

Overarching goals from Strand A projects synthesised from their bid documents.

Deliverables

ABaseline

report

Summary of previous work

in the area

Evaluation report

Range of assets -

evidence of impact

Guidance and support

materials

BEvaluation

report

Range of assets -

evidence of impact

Short briefing paper

summarising the innovation and benefits

CDescription of user

scenarios

Descriptions of the technical model

Open source widgets and code

Developer guidelines

Documentation for users

Active community of users

Short summary of the innovation

Technologies

Themes and challenges

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Programme and support team

Programme Support Team

Critical Friends

Evaluation Support

Synthesis

Programme Team

Support Co-

ordinator

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What are we learning about technology-enhanced

assessment and feedback practices?

Why baseline?

Programme Level

View of landscape & direction of travel

Validate aims & rationale

Shared understanding

Identify synergies with other work

Deliver effective support

Why baseline?

Project Level

View of landscape & direction of travel

Validate scope

Confirm/Identify challenges

Identify stakeholders

Manage & communicate scope

Challenge myths

Identify readiness for change

Show evidence of improvement

Important stage of engagement/ownership

Sources of baseline evidence

structured and semi-structured interviews (some video)

workshops and focus groups

process maps

rich pictures

institutional (and devolved) strategy & policy documents

institutional QA documentation

reports by QAA, OFSTED & external examiners

course evaluations

student surveys

quantitative analysis of key data sets

data from research projects

questionnaires

Differences in emphasis

Differences in emphasis

Are our projects typical of the landscape?

Issues: strategy / policy / principles

Formal strategy/policy documents lag behind current thinking

Educational principles are rarely enshrined in strategy/policy

Devolved responsibility makes it difficult to achieve parity of learner experience

Issues: stakeholder engagement

Learners are not often actively engaged in developing practice

Assessment and feedback practice does not reflect the reality of working life

Administrative staff are often left out of the dialogue

Finding: assessment and feedback practice

Traditional forms such as essays/exams still predominate

Timeliness of feedback is an issue

Curriculum design issues inhibit longitudinal development

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Key resources

http://www.jisc.ac.uk/assessment

http://www.netvibes.com/jiscinfonet#%23jiscassess

http://jiscdesignstudio.pbworks.com

Transforming Assessment & Feedback

Peer assessment

& review

Assessment management

Feedback & feed forward

Asset

Asset

Asset

Assessment & Feedback hub pages

Authentic assessment

Longitudinal & ipsative

assessment

Effectiveness & efficiency in assessment

Assessment for learning

Work-based learning &

assessment

Employability & assessment

http://tinyurl.com/jiscafds

Activity

Decide if you agree or disagree with each of the statements made on the previous slides (as being representative of mainstream practice in the sector)

If you agree – state examples of what can be done about it

If you disagree – state examples of evidence to the contrary

© HEFCE 2012

The Higher Education Funding Council for England,

on behalf of JISC, permits reuse of this presentation

and its contents under the terms of the Creative Commons

Attribution-Non-Commercial-No Derivative Works 2.0 UK

England & Wales Licence.

http://creativecommons.org/licenses/by-nc-nd/2.0/uk

slide 28

Evidence and evaluation projects – Strand B

EBEAM – University of Huddersfield

EEVS – University of Hertfordshire

EFFECT – University of Dundee

The evaluation of Assessment Diaries and Grademark – University of Glamorgan

OCME – University of Exeter

MACE – University of Westminster

SG4CL – University of Edinburgh

Timings

11.15 – 11.35: Participants move round all 3 rooms to look at the 7 posters and have short introductory discussions with projects

– Identify 3 projects you’d like to know more about

11.35 – 11.50: Discussion with Project 1

11.50 – 12.05: Discussion with Project 2

12.05 – 12.20: Discussion with Project 3

Rooms

Proceed – Evaluating the Benefits of Electronic Assessment Management, (EBEAM project), Cath Ellis, University of Huddersfield

Online Coursework Management Evaluation (OCME project), Anka Djordjevic, University of Exeter

The Evaluation of Assessment Diaries and GradeMark at the University of Glamorgan - Karen Fitzgibbon and Sue Stocking, University of Glamorgan

Propel 1 - Making Assessment Count Evaluation, (MACE Project), Gunter Saunders and Peter Chatterton, University of Westminster, Mark Kerrigan, University of Greenwich and Loretta Newman-Ford, Cardiff Metropolitan University

Evaluating feedback for e-learning: centralized tutors (EFFECT project), Aileen McGuigan, University of Dundee

Propel 2 - Student-Generated Content for Learning: Enhancing Engagement, Feedback and Performance (SGC4L project), Judy Hardy, University of Edinburgh

Evaluating Electronic Voting Systems for Enhancing Student Experience (EEVS project), Amanda Jefferies, University of Hertfordshire