Viewpoints: Assessment and Feedback Workshop

Catherine O’Donnell, Viewpoints, University of Ulster

27th October 2010.

Session Outline

o Continuation of last weeks ‘Assessment for and assessment of learning’ session.

o Viewpoints Introduction and Workshop Introduction (5 minutes).

o Group work tasks (45 minutes).

o Some examples of workshop outputs, photos, findings and next steps ( 5 minutes).

o Conclusions and questions (5 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.

Short video introduction -http://www.youtube.com/watch?v=rV_DE_0fPJ0

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

while considering the learner perspective.

Workshop Overview

Aims to give you an opportunity to use the assessment and feedback strand of the Viewpoints tool while considering your group scenario.

Uses large laminated worksheets (with a student timeline) and best practice cards as prompts to assist conversation, debate, creative thinking and problem solving.

You will work together in your groups to plan how to address your group scenario and agreed objective(s).

You will produce visual output which you will be asked to share with the other groups.

Group work tasks

Please take a moment to organise into the groups you chose last week (maximum 5 per group).

Each group has: • A module level scenario to consider.• Resources you can use - a worksheet, prompts, post-its and

markers etc.• 6 time limited set tasks to complete.• The opportunity to feed back some ideas and share output

experiences briefly at the end.

Task 1 (3 minutes)

o Record brief details about your groups scenario in the ‘objective’ box at the top of the laminate worksheet.

o Towards the end of this workshop a volunteer from each group will be requested to briefly share key group outputs and/or reflections (there will only be a few minutes each to do this though you could continue discussions via WebCT).

o You might find it useful to note key outputs in the spaces provided on the scenario worksheet provided as you go along.

Task 2 – Select principles (5 minutes)

Firstly only look at the front of the cards. Choose any cards that might help you address your

group’s objective(s).

Task 3 – Map principles to student learning timeline (10 minutes)

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

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

Task 4 – Select Implementation ideas (20 minutes)o Turn over the most important card(s) and select any ideas that might help your group

address your scenario. (Note: you could indicate what you do already (using black marker) or aspire to do (using blue marker) if you like.

o 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 ideas could be used in practice. Make notes using post-its or markers in the ‘your plan’ area. Note any overall action points and reflections. One member from each group is asked to briefly share key group outputs

and reflections (1 min each).

Just before the final task some examples of workshop outputs, photos, findings and next steps.

Captured Process

Workshop sessions Reward & Recognition residential

A&F Example

Scenario: Improve dissertation standards, module level

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

A&F Example

Scenario: Improve feedback methods, module level

Why: Students fail to engage with written assessment feedback.

A&F Example

Scenario: Effective use of an ePortfolio, module level

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

A&F Example

Scenario: ‘Reflect on Me’

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

A&F Example

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).

A&F Example

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

From libraryhttp://www.youtube.com/watch?v=KuX6b4L_AoA&feature=channel

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 / digital stories.

Task 6 - Share outputs and feedback (maximum 5 minutes per group)

o One or two members from each group briefly feed back your key findings / experiences of using the strand to consider your group scenario.

o I would like to invite further discussions beyond this session via WebCT.

Any Questions?

And finally,

Some reflective prompts about the process……..

Alan feel free to add here

Further informationProject 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

ALT-C 2010 Viewpoints Encouraging creativity and reflection discussion topic: http://viewpointsproject.ning.com/forum/topics/altc-2010-viewpoints (sign in required).

Workshop presenter details:

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

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