actively engaging learners by using a technology enhanced approach that enriches feedback and...

Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection

Madonna Herron, Andy Jaffrey, Catherine O’Donnell.

1

2

About Ulster

• Multi campus institution in Northern Ireland.– Jordanstown– Belfast– Coleraine– Derry/Londonderry

• Approximately 20,000 FTE students

• Modest fully online portfolio of mainly Masters programmes1200 students from 80 countries

3

Blackboard at Ulster

4

Blackboard at Ulster

5

CLARITI

• C OLLECT

• L OOK

• A PPRAISE

• R EFLECT

• I NVOLVE

• T AKE IN

• I MPROVE

6

CLARITI

Whilst feedback tends to promote skill acquisition and competency, reflection leads to individual growth and interpretation of the greater meaning and implications of an experience or action. It is important to establish a reflective atmosphere with your student (Branch & Paranjape, 2002).

7

NUS Benchmarking Tool

National Union of students - Assessment and feedback benchmarking tool.

Principle 10: Self reflection and peer learning.

Peer learning and self-reflection are embedded in the curriculum. Students’ personal development takes account of all the feedback they have received throughout their course. Discussions are regularly held between staff and students to ensure the balance of taught, peer and self-learning is accurate.

8

Gotcha to Growth

Reflective feedback shifts the conversation from Gotcha to Growth.

9

Limitations of giving just feedback

Doesn’t encourage student reflections.

No support advised.

Uncollected work.

• Doesn’t encourage student reflection.

• No facility to advise further support.

• Uncollected work.

10

A paper-based solution inviting reflection.

Doesn’t encourage student reflections.

No support advised.

Uncollected work.

11

Challenges with this approach

Doesn’t encourage student reflections.

No support advised.

Uncollected work.

• Time-consuming to manage.• No method of dealing with misconceptions.• No mechanism for advising support.• Uncollected work.• Unreviewed work.

12

A technology facilitated solution …

Doesn’t encourage student reflections.

No support advised.

Uncollected work.

• Funded by the University’s Technology Facilitated Learning

(TFL) Development Programme.

• 60+ students - first year mathematics and engineering

students.

• Mathematical Methods module and Engineering

Mathematics module.

• Corrective feedback and model solutions returned

electronically.

13

From a student perspective – Pencasts & Mark Schemes

Doesn’t encourage student reflections.

Uncollected work.

• Interactive, digital handwritten solutions synced with audio.

• Replayed as many times as needed.

Livescribe PDF and Two stages of a paper replay session

14

From a student perspective - Corrective and enriched feedback but no score

Doesn’t encourage student reflections.

Uncollected work.

15

Bespoke software application

Doesn’t encourage student reflections.

Uncollected work.

16

From a student perspective

Doesn’t encourage student reflections.

Student receives an email with a link to their feedback and progress summary report, with their scores, reflections and the tutors scores, feedback and advice.

17

From a tutor’s perspective – paper submission

Doesn’t encourage student reflections.

• Marked with minimal feedback.

• Enriched generic feedback.

• Marking quicker.

• Feedback more timely.

• Scores recorded but withheld.

18

From a tutor’s perspective – electronic submission

Doesn’t encourage student reflections.

• Marked inline using GradeMark.

• Quick marking.

• Feedback released using Post Date.

• Scores recorded but withheld.

19

From a tutor’s perspective – electronic submission

Less admin allows more time to invest in providing enriched generic feedback

20

From a tutor’s perspective – software application

• Quiz closed.

• Data downloaded.

• Data uploaded.

• Retrieves andmerges data.

• Email released.

Tutor brief comments entered here!

Tutor marks entered here.

21

Ulster’s Principles of Assessment and Feedback

http://ee.ulster.ac.uk/assessment_and_feedback

22

Ulster’s Principles of Assessment and Feedback

23

Recap - CLARITI

C OLLECTL OOK A PPRAISE R EFLECTI NVOLVE T AKE IN I MPROVE

24

Collect

96% of students collected

their feedback.

25

Look

75% of studentsreviewed

their work.

26

Improve

Most students created

meaningful action plans.

27

Feedback and progress report

75% received theirfeedback and

progress report.

28

Help

All students that needed

help were offered help.

29

Administration

Administration was reduced.

30

Student views on enriched feedback

The model answers and marking scheme

31

Student views on enriched feedback

Feedback without a score encouraged me to:

32

Student Comments

150+student

comments

33

Student Comments

“Self marking made me scrutinise my work much more than if I had just been given a mark.”

“It actually made me think about my mistakes rather than simply knowing what the mistakes were.”

“Definitely was of great benefit to myself. Made me realise the amount of small mistakes I was making which I wouldn’t have without the self marking.”

34

Student Comments

“This feedback strategy makes me more aware of the stupid mistakes I

make and makes me want to remember how to do them correctly the next time. Merely getting a score

on a piece of paper I don't think would have the same affect.”

35

Student Comments

“That it took time to complete the feedback, although it needed to be done so that it was beneficial.”

“The overall length of time taken to actually receive my mark. Having waited for the mark, I felt it was now stopping me to proceed with further studies.”

“Not being given a score right away.”

“Disliked waiting to get my mark back, but assessing the feedback are worth it in the long run.”

“There was a lot of parts to it.”

36

Future Work

• Improve induction of CLARITI

“Our lecturer fully explained the benefits of using the CLARITI method to the class, and why she enjoyed using it as a lecturer. I had never really given self assessment much thought before this but now I think its really going to help me fine tune the smaller details I may have problems with.”

• Create a student focus group.

• Form a community of practice.

• Tool integration – LTI, SSO

37

Future Work

• Interactive rubricshttp://adl.ulster.ac.uk/skillsplus/ir/

• http://adl.ulster.ac.uk/skillsplus/interactive_rubric/slider.html

38

References

Boud, D. (1995), Enhancing learning through self-assessment, London, Kogan Page.

Brown, S. (2004), Assessment for learning, Learning and Teaching in Higher Education, 1, 81-89.

Maddalena Taras (2010) Student self-assessment: processes and consequences, Teaching in Higher Education, 15:2, 199-209

Nicol, D. & MacFarlane-Dick, D. (2005), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education.

O’Donovan, B., Price, M. & Rust, C. (2004), Know what I mean? Enhancing student understanding of assessment standards and criteria, Teaching in Higher Education, 9(3), 325-335.

39

Thank you for listening

Any Questions?