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Assessment and Feedback (AAF) in practice
Martina A. [email protected]
Principal LecturerNational Teaching Fellow
Paul [email protected]
Senior Lecturer
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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)
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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”
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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)
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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”
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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
23 Critique 2 Mini-Project 2
24 Mini-Project 2 Presentations
25 Mini-Project 3
26 Critique 3 Mini-Project 3
27 Mini-Project 3 Presentations What is the Question for MP4?
28 – Easter
29 – Easter
30 Critique 4 Mini-Project 4
31 Mini-Project 4 Presentations Mini-Project 4 Presentations
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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
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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
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Strongly Agree Agree About OK Disagree Strongly Disagree0
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How useful was the presentation as part of the assessment
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Strongly Agree Agree About OK Disagree Strongly Disagree0
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How useful were the recordings as part of the assessment
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Strongly Agree Agree About OK Disagree Strongly Disagree0
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How useful was the feedback provided by your tutor
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Strongly Agree Agree About OK Disagree Strongly Disagree0
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How useful was the feedback provided by other students
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Strongly Agree Agree About OK Disagree Strongly Disagree0
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How useful was receiving immediate feedback
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Strongly Agree Agree About OK Disagree Strongly Disagree0
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Being part of the assessment decision making process was useful
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Agree Disagree0
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Students should always be asked to provide feedback on their learning
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Agree Disagree0
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Students should always be asked to provide feedback to other learners
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Agree Disagree0
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Recordings should replace the tutor
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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
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Tutor Reflections
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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)
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• 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