Curriculum Design, Assessment and Feedback

Curriculum Design, Assessment and Feedback

(REVALIDATION) BUSINESS SUBJECT PLANNING AWAY EVENT Dr Alan Masson and Catherine O’DonnellTechnology Facilitated Learning, University of Ulster

University of Ulster, 13th May 2010.

Session Outline

1. Introduce Viewpoints and the workshop format (2 minutes)

2. Group work tasks (45 minutes)

3. Conclusions, compare and share (10 minutes)

4. Examples of workshop outputs, photos and findings and next steps ( 3 minutes)

Viewpoints Overview

Viewpoints has a remit to create a series of user-friendly reflective tools (in workshop and online format) to promote and enhance effective curriculum design.

The tools will help staff consider areas such as:-assessment and feedback, -information skills, -student interactions and -creativity and innovation

while considering the learner perspective.

Today’s Workshop

An activity-based workshop that aims to encourage reflection and creativity in Assessment and Feedback practice

Uses large laminated worksheets (with a student timeline) and best practice cards as prompts.

You will work together in groups to plan how to address a chosen/agreed objective(s).

You will produce visual output.

Group work tasks

Please take a moment to organise into groups of 3 or 4.

Each group will: • Be given a worksheet, prompts, markers etc.• Be given tasks to complete.• Have the opportunity to feed back ideas and

share output experiences at the end.

Task 1 – Choose a scenario (5 minutes)

Identify and agree an area or key aspect that your group wish to consider today.

Record brief details in the ‘objective’ box at the top of the worksheet.

E.g. Improve dissertation standards, improve student engagement, improve feedback methods, introduce

effective peer-feedback or make effective use of collaborative learning.

Task 2 – Choose cards (5 minutes)

Look at the front of the cards and choose ones that might help you address your chosen objective(s).

Task 3 – Map principles to worksheet (5 minutes)

Place the cards on the timeline, where relevant, considering the student perspective.

Note: you can place them in more than one place on the timeline.

Task 4 – Select implementation Ideas (20 minutes) Turn over the most important card(s) and tick any ideas that might help your

group address your chosen scenario. Rank the most important card(s) using the ‘rating’ box or rate individual

ideas in order of priority.

Task 5 - Tailoring a solution (5 minutes)

Discuss how your selected ideas could be used in practice to address your group scenario.

As a group write a brief plan and make notes on the worksheet using post-its or markers in the ‘your plan’ area.

Task 6 - Action points, reflections (5 minutes)

Discuss how your plans could be brought together in teaching practice.

Make notes about overall action points and reflections in the bottom box.

Conclusions - sharing experiences (10 minutes)

One or two members from each group briefly feed back your progress.

Share the key featuresof your group output.

(Approx 2 minutes each)

Some examples of workshop outputs, photos and findings

Group 1

Scenario: Improve dissertation standards

Why: To bridge gap between module-based assignments and independent research.

Group 2

Scenario: Improve feedback methods

Why: Students fail to engage with written assessment feedback.

Group 3

Scenario: Effective use of an ePortfolio

Why: Course up for revalidation – artefacts could be useful beyond the module.

Group 4

Scenario: ‘Reflect on Me’

Why: To allow students to develop skills and share these across modules.

Group 5

Scenario: Improve student engagement

Why: Course up for revalidation – going to be using a blended approach (combination of block face-to-face teaching and online learning).

Group 6

Scenario: Student Assessment handbook

Why: To help 1st year students initially in their transition to higher education.

Group 7

Scenario: Enhance CAD feedback

Why: Enhance A&F to measuring student ability to analyse and manipulate drawings and make constructive comments about example drawings.

Captured Process

A&F sessions R&R residential

Example A&F output

Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.

Information skills outputs

The library team looking at SCONUL Pillar 6 (Use and Share Information).

Course Level

Course View workshop Images

Some Quotes

From participants:“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.”

From external residential facilitator:“Broader range of designs - not just focused on learning objects.”

Next steps

• Refine the workshop format based on feedback• Develop the online version of the tools• Promote and disseminate both versions• Build up examples / case studies

Any Questions?

Anything you wish to ask us?

Further information

Project blog: http://viewpoints.ulster.ac.uk

CIES R&R Programme: http://www.cetl.ulster.ac.uk/elearning/rrs/

RLO CETL: http://www.rlo-cetl.ac.uk

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

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

Karen Virapen, Instructional Technologist – k.virapen@ulster.ac.uk