Welcome to the ITEAM Project Stakeholders Event. ITEAM Project Integrating Technology Enhanced...
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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?