three case studies of formative assessments in moodle - paulo oprandi

Three case studies in University teaching

Paolo OprandiProfessional Doctorate in Education

Analytical capacity

Criticality

Independence

Inquisitiveness

Dr Traditional Science Tutor

Influences on Dr Traditional

Administrative support

Student expectations

Departmental expectations

Tutor’s educational experiences

Disciplinary expectations

Dr Traditional’s approach to teaching & assessment Teaching● Dominance of lectures● Procedural laboratory tasks

Assessment● Multiple choice questions● Written reports

Moodle Tools

QuizAssignment

Dr Traditional’s assumptions● Students need to know facts● Students can consume facts by listening,

reading and answering short questions● Written feedback can tells student what

they need to improve ● Knowledge comes from tutors and books,

nott peers● Student collusion is bad

Miss Dependent Student

Influences on Miss Dependent

Procedural writing and lab tasks

No space for group-work

Limited formal teaching space for

discussion

Facts, facts,facts

Ability to answer MCQs constitutes

knowledge

Miss Dependent says:“The teacher will tell me what I need to know”“I will always need feedback to tell me how good I am”“I will never be able to assess the quality of my own work”“All I need to do is remember facts”“Online quizzes make me paranoid. The stress stops me from learning.”

Dr Tech Teacher

Influences on Dr Tech

Departmental expectations

Disciplinary expectations

VLE tools

Wants to:● Encourage students to plan● Focus student on meeting specification

Sets up● Anonymous peer assessments● Students grade and leave feedback anonymously

Dr Tech’s objectives

Moodle Tools

Workshop● Similar task for all● Set assessment criteria● Anonymous marking and feedback

Dr Tech’s assumptions● Students need to know what they will be

assessed on● On understanding assessment criteria

students will learn to meet project objectives

● Group-work only important for practical reasons

● VLE tools likely to be pedagogically sound

Mr Cue-conscious Learner

Influences on Mr Cue-conscious

Must follow assessment

criteria

Can’t discuss assessment with

peers

Can anonymously criticize peer work

After 3-weeks can grade peer work

Mr Cue-conscious says:“I am only interested in getting a good grade”

“I am not interested what my peers think”

“Actually understanding the content is not essential to doing well in the course and that is fine by me”

Prof. Peer Engagement

Influences on Prof. Engagement

Belief teaching and assessment methodinfluences student

learningBelief learning is improved when

communicated in social settings

Belief learning is improved when

personal

Teaching● Seminars● Personal focus● Group games

Prof. Engagement teaching

Portfolio● Essay● Peer review● Presentations● Module participation record

Prof. Engagement assessment

Moodle Tools

ForumJournal

Mr Personal Journey

Influences on Mr Journey

My interests matter

Peers can learn from me

I am responsible for my learning

I can learn from my peers

Mr Personal Journey“I was really motivated to shape and develop my area of interest and present it to my peers”

“The module is changing my personality”

“It’s not only the knowledge I’ve learnt but it has also changed my habits and my ability to learn”

Analytical capacity

Criticality

Independence

Inquisitiveness

Multiple choice questions

a + b = 1. c2. d3. e

Workshop

Journal

Forum

Addictive interfaces

Teaching we want to avoid

Narrow conformative development

Tutor feedback

Assessment criteria

Learning we want to encourage

Expansive development Analytical capacity

Criticality

Independence

Inquisitiveness

Any questions