Tools to support effective assessment and feedback; the Viewpoints Project Approach

Dr Alan Masson and Catherine O’DonnellViewpoints Project, University of Ulster

11th May 2012

• Introduction and background context to the Viewpoints project

• Viewpoints framework and themes overview

• Typical walkthrough of the Assessment and Feedback workshop approach

• Role of the principles in the workshop process

• Some hands-on activities

• Brief sharing of experiences and evaluation findings from Viewpoints

• Questions and close

Overview

Introduction and background context

Viewpoints Project Overview1. Viewpoints is a JISC-funded institutional curriculum design

project. 2. Its remit is to create a user-friendly reflective workshop to

promote and enhance effective curriculum design.3. The tools use a learner timeline with established principles of

best practice to help staff consider areas such as:• Assessment and Feedback (REAP)• Information Skills (SCONUL Pillars)• Student Interactions (8 Learning Event Model)

Viewpoints Project – Ulster context University introduced a new T&L strategy

Streamlined curriculum approval processesIdentified needs for curriculum innovation

Viewpoints Project provided an opportunity to promote innovation and reflection in the curriculum design process

Project outputs are now institutionally embedded and aligned

Assessment and Feedback at Ulster

• The University has recently adopted a set of Principles for Assessment and Feedback for Learning

(http://ee.ulster.ac.uk/assessment_and_feedback/)

• The Viewpoints project has supported the development and implementation of these Principles

Viewpoints framework and themes overview

• Inform, inspire and plan.

• There are benefits for- Curriculum development.- Course teams.- Learners.

• 3 themes- Assessment and feedback.- Information skills.- Learner engagement.

• 2 views- Course and module.

Viewpoints 3 Part Framework

Assessment and Feedback ThemeREAP (http://www.reap.ac.uk/)

1. Clarify good performance.

2. Encourage time and effort on task.

3. Deliver high quality feedback.

4. Provide opportunities to act on feedback.

5. Encourage interaction and dialogue.

6. Develop self-assessment and reflection.

7. Give assessment choice.

8. Encourage positive motivational beliefs.

9. Inform and shape your teaching.

*Implementation ideas for each principle on back of cards.

Learner Engagement ThemeThe principles of learner engagement are based upon the  8 Learning Events Model developed by LabSET, University of Liège, Belgium. 

1. Receive.

2. Create.

3. Debate.

4. Explore.

5. Imitate.

6. Experiment.

7. Practice.

8. Meta-Learn.

*Implementation ideas for each principle on back of cards.

http://www.flickr.com/photos/viewpointsproject/

Information Skills ThemeSCONUL 7 Pillars (http://www.sconul.ac.uk)

1. Define the task and understand the topic.

2. Identify appropriate resources.

3. Search effectively.

4. Find and extract information.

5. Compare and analyse information.

6. Organise and share information ethically.

7. Interpret information and create new content.

*Implementation ideas for each principle on back of cards.

Typical walkthrough of the Assessment and Feedback

workshop approach

Learner timeline worksheet & resources

Discussing the objective The team agree the objective for their session and

write it at the top of the module worksheet.

Reading the front of the cards The team read the principles on the front of the

cards, choosing ones appropriate to their objective.

Mapping the cards to the learner timeline The team take their selected cards and map them to the

appropriate point on the timeline (e.g. at the induction phase, during first few weeks of course)

Reading examples on cards The course team turn the cards over and read the

examples/ideas on the back.

Choosing relevant examples The team select any

examples that would fit with their course objective and their teaching practice.

Adding in own ideas/comments The team write on any of their own ideas or comments,

in order to tailor the examples to their own module.

Sample finished worksheets

Photos

Typed upworksheets

Choose 2 assessment and feedback principles that might help you consider the following objective/challenge.

1. Clarify good performance.2. Encourage time and effort on task.3. Deliver high quality feedback.4. Provide opportunities to act on feedback.5. Encourage interaction and dialogue.

Objective: Support Year 1 students’ transition to Higher Education.

Challenge: Develop an assessment and feedback that provides a supportive learning environment for students in their transition to Higher Education.

 

Task 1

Task 2

1. Clarify good performance.2. Encourage time and effort on task.3. Deliver high quality feedback.4. Provide opportunities to act on feedback.5. Encourage interaction and dialogue.

Vote for your first preference principle, the principle you feel will most help you achieve the objective/challenge.

 

Task 3

Consider then vote where on the learner timeline this principle could have most benefit

1. Induction2. First few weeks3. Mid semester4. Final phase

Think about implementation ideas that could have the most benefit across the learner timeline.

 

Task 4: Using Viewpoints in your project These are the aspects in full: -

Flexibility - flexibility of the approach usedExploration - exploration of creative ideasLearner Centred - considering the learners experience/learner centred approachEnvironment - provision of an open and honest environment within which the group could engagePlans/Models - creation of simple models/structure clear and sensible plansReflection - reflection on at least one aspect of curriculum designPrinciples - being able to (confidently) discuss an aspect of curriculum design with the knowledge of using sound principlesTeamwork – being able to work effectively as a member of the groupCreativity - new term for task

Task 5:

Using the text box type one benefit the Viewpoints approach / resources could have your

*Course/subject*Learner*You

Role of the principles in the workshop process

Inform – Inspire - Plan

Viewpoints process overview Card sorting / storyboarding metaphor

Timeline and “challenge” provides context for workshop

Phases of workshop introduce more complex “questions” - role of principles as prompts shifts through these phases

Principles Provide framework to describe key learner

“interactions” (focus) Too many or too few may stifle reflection and

debate Relate to the learner experience Action based (verb-like)

More consistent meaning v conceptual entities (i.e. lecture)Defers decisions about “how” to later

Role of Viewpoints principles Provide palette of verb like entities with shared

meaningsThese principles provide structured prompts: individual and group reflection; Discussion and debate; Introduce possible ideas for consideration; Provide things to prioritise / position / action; Personal annotation and use as basis of a plan

Brief sharing of experiences and evaluation findings from Viewpoints Project.

Shared meanings and priorities

Interactive and engaging

Facilitated discussions

Informative and supporting

Helps build effective teams

www.wordle.net

www.wordle.net

Some Quotes “Thought provoking.”“Good to see the plan in front of you.”“Short sessions exploring ideas - very useful.”“Enjoyed it – not too time-consuming and time used very well.”“Good material supplied to encourage wider consideration.”"Got the team to brainstorm about the way forward in relation to creativity.”“Better face to face interaction with course team.”

“Easy tool – visually descriptive, illustrative”

“…Resources excellent prompts”

“Suggestion cards act as a good prompt”

“Cards aided formulation of ideas”

“Accessible and easy to use. Comprehensive and guiding.”“Look at the holistic approach.”“Group participation/engagement on ideas”“Being given the time to reflect.”“Useful prompts and discussion.”

Some Quotes

 

Questions and close (10 minutes)

Further information

Viewpoints project blog: http://viewpoints.ulster.ac.uk

Viewpoints resources site: http://viewpoints.ulster.ac.uk/resources

Dr Alan Masson, Project Director - aj.masson@ulster.ac.uk

Catherine O’Donnell, Academic E-Learning Consultant - c.odonnell@ulster.ac.uk

Dr Vilinda Ross, Research Fellow - v.ross@ulster.ac.uk