Using patchwork texts to enhance feedback and assessment in the U/G

curriculum

Anthony Sinclair – School of Archaeology, Classics and Egyptology,

Janet Strivens – Educational Development Division,

Lynn Moran – Department of Physics

Origins of the Idea A three-year multi-disciplinary research project 2000-

2003

e.g. Greek Tragedy, Social Work, Biology

3 higher education institutions

Anglia Polytechnic (Anglia Ruskin) – lead, Nottingham Trent, Cambridge

Incorporated:

Reflective learning, self- and peer-assessment, collaborative learning, metacognition

Increased student engagement through weekly, short tasks and immediate feedback

How it worked… Curriculum

Based on collaborative group work

Weekly, short (c. 500 word) writing tasks (the ‘patches’), different genres

Shared with peer group for immediate discussion / feedback

Tutor samples tasks for feedback, assesses final synoptic text

Assessment

A reflective synthesis which uses (a selection of) the weekly writing tasks as evidence of ‘stitching together’ the patches

Issues (positive / negative)

Encourages

Increased student engagement

Development of writing skills through frequent practice / feedback / authentic audience

Awareness of alternative perspectives / responses to tasks

Ability and willingness to assess own and peer performance

But

The Patchwork Text Today

‘Patchwork media’: beyond writing tasks, patches may be a wide range of digital artefacts

Frequently associated with the use of e-portfolio technology (which lends itself to synoptic commentary linked to different artefacts as evidence

Many different disciplinary contexts and levels of adaptation of original model to different circumstances, no ‘canonical’ model

Example “Palaeolithic Cave Art in Europe”

Level 3 module

Develops on knowledge gained from level 2 “The Archaeology of the Upper Palaeolithic in Europe”

Assessment

Coursework essay – 25%

Presentation – 15%

Exam – 60% (two essays in 2 hours)

The ‘Patches’ Concept map – “What is the the nature of Palaeolithic art?”

Timeline – the key ‘events’ in the study of Pal. Art

Critical Review of an article – ‘dating’

Critical synopsis of 4 articles – naturalism in art; figurines

Concept Map – “The technology of Palaeolithic Art”

Critical Review of an article – ‘interpretive paper’

A Research proposal

Synoptic reflection on learning outcomes of module

Why these ‘patches’ General Learning Skills as well as module learning

Concept Maps – familiarity, encourages broader picture

Critical review of an article – critical reading skills for dissertation

Critical Synopsis – background chapter in dissertation

Timeline – how disciplines develop – ideas & data

Research Proposal – research led teaching

My synoptic commentary

An opportunity to ‘discuss’ not lecture

Facilitated a richer contact time

Encouraged me to think in greater depth about their learning skills

Provided me with better feedback on individual strengths /weaknesses in learning skills

Critical reading, synopsis, understanding causality, research pragmatics

‘Blackboard’ does not lend itself to a patchwork text

Student Comments “Patchworks are a lot more work than a single

assessment, but also force me to study at home regularly. All in all a good thing…”

“Ptexts work very well, welcome change to single question essay assessment”

“The patchwork texts are very useful and I’ve found that the feedback has been prompt and helped me gain knowledge & understanding on Palaeolithic Art”

“The patchwork texts enabled me to continue working and re-read each section of work rather than put it to one side until revision time!”

Feedback on Module

0

1

2

3

4

5

Module Questionnaire Results 2009-10 / 2010-11

2020-112009-10

average s

core

Other ‘Comments’ Patchwork Text – praised by the external

examiner

Each of the students gained a first class mark in their dissertations.

2nd year group – turned down a patchwork text for an essay.

Example “Communicating Science”

Level 2 module

Develops oral and written communication skills

Assessment – 3 blocks each containing

Oral Presentation ~40%

Written piece ~30%

Reflective writing ~30%

Improvement? Previously students submitted 3 reflective pieces:

At first they weren’t entirely clear but ‘had a go’

By the second attempt they’d ‘figured it out’

The third one mostly reverted to a descriptive piece

The patchwork text in place of the final reflective piece

Their own design for a ‘block’ for this module

Use of wiki in Blackboard

Example “Further Communicating Science”

Level 3 module

Develops on knowledge and skills gained from level 2 ‘Communicating Science’

Assessment

Oral Presentations – 25%

Written reports – 25%

Group Work – 15%

Patches & Patchwork Text – 35%

The ‘Patches’ Students also taking Undergraduate Ambassador

Scheme module

Expected to find & read a relevant journal article each week

These were discussed in the weekly seminar

Patch to be written weekly on learning in this module

If relevant they were allowed to consider their learning in other modules

Asked, not required, to comment on other patches

Student Comments ‘Overall the patches have been an invaluable tool this

semester in helping me to keep track of my learning and to improve on the areas I needed to. They have also helped me to realise what I already know which may sound unproductive but in fact was just the opposite.’

‘I was summarising what I was learning, and dictating the concepts that I was struggling with. There was no real value to any of this, as when I read them back I was only able to identify what was happening rather than why it was happening.’

My Comments ‘Blackboard’ blog & wiki ideal for the patches & the

patchwork text

In future comments on others’ patches would be required

Only 3 students, with a bigger group it would be necessary

Further Information Original project published in a Special Issue of

Innovations in Education and Teaching (SEDA Journal) 2003 Vol. 40. No. 2

Current Project

Digitally Enhanced Patchwork Text Assessment

Funded as a JISC Innovations project

www.jisc.ac.uk/whatwedo/programmes/elearning/ltig/depta.aspx

www.wlv.ac.ukdefault.aspx?page=24876