Welcome to the ITEAM Project Stakeholders Event

ITEAM ProjectIntegrating Technology Enhanced AssessmentMethodsforStudent Support andSelf-regulation

Questionmark Perception

Electronic Submission &

Online feedback

Electronic Voting Systems

Student Dashboard

.

Assessment for Learning

Assessment data

Performance &

Engagement

Self-regulation

and Support

Personal Tutor

Module Leader

Academic Skills Tutor

Programme Tutor

Assessment for Learning Principles

Assessment for Learning Principles

These principles suggest that good practice in

Assessment-for-Learning:

1. Engages students with the assessment criteria

2. Supports personalised learning

3. Ensures feedback leads to improvement

4. Focuses on student development

5. Stimulates dialogue

6. Considers student and staff effort

Guidance and support….

• Knowledge exchange• Guidance• Tool kit

Developing good practice…….Workshops to embed the principles into the assessment process and accessible grading criteria for all students

The resource calculator for a summative essay

The comparison

Electronic Voting Systems

Electronic Voting Systems

To:• Encourage active student

participation• Engage the whole class• Check student

knowledge• Give prompt feedback• Give quiet students a

voice• Add interest and fun

UH bought:• 3845 in 2010-11• 3500 in 2011-12 • 2975 in 2012-13

Many cogs to the wheel…

Learning and Teaching• Workshops• Online resources• ADL+Ts

Champions• Promoting pedagogic use• Supporting staff• Communication

Logistics (The EVS Life Cycle)• Purchasing• Distribution • Registration• On-going support • Return

Working with students

• To simulate the experience of using EVS in an assessment in-order to trigger a dialogue about good practice and develop student informed guidance for teachers

• Participants: 11 students from 7 disciplines (Engineering, Computer Science,

Creative Arts, Life Science, Business, Law, Psychology)• Two quizzes of similar content and length delivered, one without pre-

reading paper and one with. Discussion about the experience of using EVS

• Recommendations

Future

• Procurement window (open now!)• Upgrade summer 2013– Software/Receivers– Staff support

QuestionMark Perception

QuestionMark Perception

• What is it?• Development between IH and LTI Assessment

Team• User group• Student perspective• Staff perspective• The future

Development between IH and LTI assessment team

• IH Helpdesk:– Request for staff access– Request for student participant group– Other aspects

• LTI assessment team– Pedagogical aspect of QMP usage

• Staff training jointly run by IH and LTI– 20th June 2013– 17th July 2013

QMP user group

• Members:– IH system management– IH Helpdesk– LTI assessment team– Academic staff users– Professional staff users– Educational Technologists

• Next meeting September 4th September 2013

Student perspective

With QMP I think

it is

easy to

handle

neutral

It is

difficu

lt to handle

57%

18%25%

1. It is easy to handle2. Neutral3. It is difficult to

handle

Future

• More and more staff have expressed their interest

• Two training sessions are fully booked with people on waiting list

• Comments:

– ‘When it works it’s brilliant’

– ‘There are issues, but it is worth doing it’

Online submission and feedback

Grading Criteria

• Supporting consistency across the University• Based on ‘top level’ principles of good practice• Aligned to UH grade descriptors (UPR 14)• Exemplar • StudyNet amendments• Individualised to School/Department needs• Ready for 2013/14 academic year

Student Progress Dashboard

• An IH development which pulls together information about Studynet (module level) engagement and assessment performance data and displays it in a single place within StudyNet.

• To help students with the self-regulation of their studies.

• To help staff identify where support for individuals or groups of students might be needed

• LTI’s role – to support further development by facilitating conversations and gathering feedback from staff and students

Student Progress Dashboard

Traffic lights

Modules

Average grade

Filter students

Set threshold

Informing the development

Student input: development meetings, focus groups (25 students; 22 male, 3 female; F/T and P/T; UG and PG), student view pilot (running now, 22 students), feedback meeting in MayStaff input: development meetings, pilot of staff view in semester A (Business, Computer Science, Health, Engineering, Education, LMS)School projects (now): Conversations and Dissemination (Business, Health, Education, LMS, Engineering)

Student comments• ..wanted to know where they were in relation to others as this

would be a motivator to do better (did not feel it would de-motivate them to know they were at the lower end of the league table).

• ..said the currency/completeness of data is important if dashboard is to be meaningful to them

• ..wanted re-assurance that their information would only be seen by ‘those needing it’

• ..were interested in what else could go in there e.g. book loans, attendance, module pass/fail rates (one-stop shop approach)

• ..would like a predictor or calculator for working out final classification

Staff input

• Staff pilot• Bristol on Line survey and some follow up

interviews• School projects

Data currency Link to other systems

Acce

ss le

vels

Staff support Dat

a ac

cura

cycompletenesssignposting Clarity

Ease of accessVisual appeal

Design Principles

Feedback and Questions

How effective do you feel the communication between the LTI team and yourself has been?

A. B. C. D. E. F.

0% 0% 0%0%0%0%

A. Very goodB. GoodC. NeutralD. PoorE. Very poorF. Not applicable

Do you feel you have had the right level of involvement in the project?

A. B. C.

0% 0%0%

A. YesB. NoC. Not sure

Are you looking forward to lunch?

A. B. C. D.

0% 0%0%0%

A. Quite looking forward to it

B. Really looking forward to it

C. Not looking forward to it at all

D. Don’t mind either way

Thank you for listening and for being part of the ITEAM project!

Any questions?