audio feedback in quiz activity for number skills development (updated june-2010)
DESCRIPTION
This PPT gives an overview of quiz activities designed for number skills development when reading charts and tables. They include audio commentary as well as animations at the point of providing feedback, designed to engage students with low confidence in number skills and to enhance meaning making.TRANSCRIPT
eAssessment innovations in HSC
Ingrid Nix
COLMSCT CETL Teaching Fellow, HSC
Faculty briefing 24th February 2010
2
Highlighting innovation in Faculty programmes:
K101 Understanding health and social care
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‘learning a way of talking about the world in numerical
terms’
‘The purpose of each quiz – to get your mind tuned in, so that you are ready to listen to the way tables & charts are talked about and the way conclusions are drawn from them.’(K101 course text, Bl1, Unit 4 Activity 3)
Developing number skills on K101
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Number skills topics
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Formative – DVD-ROM activity
link to quiz Context links to quiz
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Formative – DVD-ROM activity
Correct answer triggers feedback (audio + animations explaining the answer)
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Audio Feedback: ‘…What do the numbers on the left tell you? They go up in twenties and the red line …’
Animation enhances explanation
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Summative online Moodle Quiz
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Are students engaging?
HOW DO WE KNOW?
•Gradebook – to tell us about the student experience/ actions
•CTs decide who to make it available to:
–Students (individual view)
–Tutors (tutor group view + cohort averages)
–CTs (course wide view of TGs + cohort averages + sort functions to display information + generate reports)
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Gradebook: for studentsBenefits:
Enables students to review their use of iCMAs
e.g. Answers, marks, times, dates
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Gradebook: for tutors
After cut-off a score shows student has submitted
Lack of score shows student needs chasing for next iCMA
Average across 3 iCMAs
Compare TG average with
cohort average
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Gradebook: further information
VLE choices website (co-ordinated by Janet Macdonald)
http://learn.open.ac.uk/site/vle-choices
Teaching and facilitation > Section 3.3 Feedback on learning
•Fiona Barnes on K101 AL use (PDF)
•Ingrid Nix on CT considerations (Audio )
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Course perspective
The CT will be involved:
•At score approval stage
•At end of presentation(s)
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Course perspectiveK101 09B
- iCMA grades distributed across iCMA42
- How well each question helped sort strong students from weak
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Cohort averages viewed in Gradebook
K101 08J
K101 09B
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Cross-presentation comparisons
K101-08J scores compared with K101-09B
iCMA41 08J
09B
iCMA42 08J
09B
iCMA43 08J
09B
iCMA44 08J
09B
iCMA45 08J
09B
100%
80%
60%
40%
20%
0
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Students not engaging – K101
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To find out more•Learning about eAssessment (Phil Butcher)
http://learn.open.ac.uk/course/view.php?name=ICMA
•E-Assessment section of Media Development wiki
http://intranet4.open.ac.uk/wikis/MDWG-wiki/EAssessment
•VLE Choices website
http://learn.open.ac.uk/site/vle-choices
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ContactsIngrid Nix ([email protected])
Slides on Media Development Wiki/ eAssessment: http://intranet4.open.ac.uk/wikis/MDWG-wiki/EAssessment