Assessment and Feedback (AAF) in practice Martina A. Doolan [email protected] Principal...

Assessment and Feedback (AAF) in practice

Martina A. [email protected]

Principal LecturerNational Teaching Fellow

Paul [email protected]

Senior Lecturer

Background• National Student Survey in the UK;

– more informative and timely feedback on assessment

• Support (new member of) staff• Funding

– Staff and Educational Association Development (small grant scheme)

– Higher Education Academy (subject centre for Information and Computer Science (ICS) development fund)

Problem Statement• Newly defined module• Highly interactive and hands-on course material• 100% Exam assessment

• How to use assessment FOR learning to meet both the previous statements

“be able to explain a variety of methods for representing data values and relationships and appreciate the circumstances under which it is appropriate to apply these methods”

Data Visualisation module• Semester B module• End of semester exam• 22 (18 present) learners studying on a as

part of the final year of a BSc• 2 Academic staff• 1 Advisor (researcher)

Assessment Strategy• Mini-projects

– carried out in small groups (2 or 3 students). – 7 active groups from a class list of 22 (4 never

present)– intended to engage learners’ collectively and

collaboratively through group based learning activities to construct, and share knowledge through interaction

– critique of existing data visualisation artefacts (from press, web, etc)

– design of visualisation artefacts based on varied project definitions and associated datasets”

Assessment StrategyWeek Lecture Assessment Activity Tutorial Assessment Activity

18

19 Mini-Project 1

20 Critique 1 Mini-Project 1

21 Mini-Project 1 Presentations

22 Mini-Project 2


24 Mini-Project 2 Presentations

25 Mini-Project 3


27 Mini-Project 3 Presentations What is the Question for MP4?

28 – Easter

29 – Easter


31 Mini-Project 4 Presentations Mini-Project 4 Presentations

The Presentations

• Recorded using the flip camera and organised as follows:– Group (order selected randomly)– 3-4 minute presentation– Tutor-led class critique, question and feedback– Final Tutor Feedback on general points from

the presentations– Open discussion on the validity of the mini-

project, what worked and what didn’t

15 out of 18 learners present in class to complete a questionnaire – quantitative

4 learners participated in one-to-one interviews recorded using a flip camera (advisor/researcher)

Tutor reflections captured by one-to-one interview (research assistant) – qualitative

Summary of findings are presented based on learner experiences of engaging in the assessment and feedback practices with tutors on the data visualisation module

Evaluation

Strongly Agree Agree About OK Disagree Strongly Disagree0

1

2

3

4

5

6

7

8

9

10

How useful was the presentation as part of the assessment


1

2

3

4

5

6

7

8

How useful were the recordings as part of the assessment


1

2

3

4

5

6

7

8

9

How useful was the feedback provided by your tutor


1

2

3

4

5

6

7

8

9

10

How useful was the feedback provided by other students


1

2

3

4

5

6

7

8

9

How useful was receiving immediate feedback


2

4

6

8

10

12

Being part of the assessment decision making process was useful

Agree Disagree0

2

4

6

8

10

12

14

16

Students should always be asked to provide feedback on their learning

Agree Disagree0

2

4

6

8

10

12

14

Students should always be asked to provide feedback to other learners

Agree Disagree0

2

4

6

8

10

12

14

16

Recordings should replace the tutor

Summary

• Trailed on the Data Visualisation module – 18 learners, final year students (almost 100% engagment), value added

• HCI Principles and Practice – 49 learners, predominately international, MSc students (almost 100% engagement), value added

• These students value the opportunity to co-construct assessment – part of the assessment design, decision making process, feedback process

Tutor Reflections

Acknowledgements

• Students • Tutors: Paul Morris, Wei Ji • Team: Martina A. Doolan (Project Lead), Paul

Morris, Chris Tilley (Research Assistant)• Technical support: Chris Moore, Mathew Waters• Admin support: Jackie Davidson• HEA ICS subject centre (funding). • SEDA (funding)

• Chickering, A. Gamson, Z (1987) Seven Principles for Good Practice in Undergraduate Education Washington Centre News 1987.

• Lave, J., & Wenger, E. (1990). Situated Learning: LegitimatePeripheral Participation. Cambridge, UK: Cambridge University Press.

• Vygotsky, L.S. (1978) Mind in Society. Cambridge MA: Harvard University Press

• Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

References

Assessment and Feedback (AAF) in practice Martina A. Doolan [email protected] Principal...

Documents

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