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Ifp staff training day2
- 1. IFP staff development Day 2 Learning Development Centre
- 2. Welcome and starter activities Help yourself to refreshments and… a) use the post-it notes to pose any question you have about teaching and learning at Warwick. b) make sure you read the contributions of others on the shared spaces (homework task)
- 3. Review of homework tasks Task 1: http://bit.ly/2cEuLHG - what have you learned today? Task 2: http://bit.ly/2cUNrFa - relationship between research and teaching
- 5. University Strategy “Innovative ways in which we can connect research and teaching for the benefit of our students, and give students the opportunity to undertake research as part of their degrees.” “Enrich the student experience through research-led teaching and further embed opportunities for undergraduate engagement in our research activities, both to challenge their critical thinking and to inspire the research scholars of the future.”
- 6. screening initial diagnostic formative summative Different assessment types
- 8. “Backwash” (Elton 1987: 92) “From our students point of view, assessment always defines the curriculum.” (Ramsden 1992: 187)
- 9. 6 tenets of assessment: promote assessment for learning; ensure assessment is fit for purpose; recognise that assessment lacks precision; standards constructed within communities; integrate assessment literacy into course design; ensure professional judgements are reliable.
- 10. Assessment for learning “The debate on standards needs to focus on how high standards of learning can be achieved through assessment. This requires a greater emphasis upon assessment for learning rather than assessment of learning.”
- 11. Students say that… • knowing what is expected of them, through clear briefs and criteria enabled them to learn more effectively. • assessment is marked on implicit criteria • Student say that they don’t understand the criteria There are indications that… • students don’t fully understand what is meant by commonly used assessment terminology Understanding the assessment criteria
- 13. Integrate assessment literacy Active engagement with assessment standards needs to be an integral and seamless part of course design and the learning process. This enables students to develop their own internalised conceptions of standards – to monitor and supervise their own learning.
- 14. Feedback is “the most important aspect of the assessment process in raising achievement” (Bloxham and Boyd, 2007:7)
- 15. Seven principles of good feedback Good feedback practice: 1. helps clarify what good performance is (goals, criteria, expected standards) 2. facilitates the development of self-assessment (reflection) in learning 3. delivers high quality information to students about their learning 4. encourages teacher and peer dialogue around learning 5. encourages positive motivational beliefs and self-esteem 6. provides opportunities to close the gap between current and desired performance 7. provides information to teachers that can be used to help shape the teaching. Taken from: Nicol, D. & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 34 (1), 199-218.
- 16. Assessment and feedback Online presentations can also be useful tools for assessment and feedback. Research shows that students both enjoy and understand their feedback better when it is spoken. http://screencast.com/t/jN4CKBXbFWH
- 17. Involving students Students can use their online voice for reciprocal teaching or to provide evidence of group/seminar activity, which you can listen to and assess later.
- 18. Recent research has found audio feedback to have advantages over written in terms of retention of content and likelihood of engagement. London Met University (Lunt and Curran, 2010) found audio feedback to be beneficial to both staff and students, with the latter 10 times more likely to read their feedback. Audio feedback can be achieved easily through podcast techniques or combined with written feedback through screencast approaches. Innovative approaches to giving feedback
- 19. Blog feedback
- 21. • Wheeler et al (2005) discuss the notion of distributed problem-based learning online and ‘communities of practice’. • Discursive online dialogue can lead to a ZPD (Vygotsky, 1978) – an incremental shift of an individual’s cognitive development, through peer interactions. • DPBL can be achieved in synchronous and asynchronous environments. • Notions of online identity and its relationship to actual, professional identity. Wheeler, S (2005) The influence of online problem-based learning on teachers’ professional practice and identity ALT-J Research in Learning Technology Journal. v. 13. no. 2. 2005. p. 125 Problem-based learning online
- 22. Tools for brainstorming and collaboration
- 23. Tools for real time assessment and capturing student thinking
- 24. Advantages of these tools Ability to keep and share results Creating live classroom and homework tasks Motivation and interest; ‘authentic’ results Initial or formative assessment of concepts Anonymity; encourages all learners to engage Gamification Peer dialogue around the ‘live’ results
- 25. Write your own evaluation! Which questions (quantitative) would be useful to ask to ascertain learning/enjoyment/value of these two days of training? Think about answer types (e.g. true/false; degree of agreement; multiple choice).
- 26. Inclusive Teaching is… Inclusive teaching recognises and accommodates the diverse learning needs of students. This method of teaching is: good practice and will benefit all learners involves acknowledging the different learning needs and an awareness of the different communities that students are from encourages the avoidance of stereotyping promotes an anticipatory and proactive approach matches provision to meet the diverse range of student needs.
- 27. Dimensions of Diversity Race Religion or belief Gender Sexual Orientation Age Disability (Seen and Unseen) Different Learning Styles Background Prior knowledge Previous education
- 28. Accessibility • Accessibility is a general term used to describe the degree to which a product, device, service, or environment is available to as many people as possible. Accessibility can be viewed as the "ability to access" and benefit from some system or entity. • Accessibility is strongly related to universal design when the approach involves "direct access". This is about making things accessible to all people (whether they have a disability or not). Source: http://en.wikipedia.org/wiki/Accessibility
- 29. Models of Disability http://www.slideshare.net/unicefceecis/expert-presentation-by-ms-gerison- lansdown-international-expert-on-child-rights See Oliver (1990) The Politics of Disablement and Oliver and Barnes The New Politics of Disablement (2012)
- 30. Re-framing the curriculum “There is a world of difference between, on the one hand, offering courses of education and training and then giving some students who have learning difficulties some additional human or physical aids to gain access to those courses, and, on the other hand, redesigning the very process of learning, assessment and organisation so as to fit the objectives and learning styles of the students.” Tomlinson, Inclusive Learning, FEFC, 1996
- 31. Format choice • Making materials available in a number of formats (e.g. printable handout, podcast, slideshow). • Offering a choice of method to achieve the same learning outcome (e.g. video recording, electronic mind map etc). • Using formats which are accessible and promote readability (e.g. font choice and size, screen definition etc). • Ensuring materials work with other accessibility tools (e.g. screenreaders).
- 32. Electronic alternatives Screen shot from Freemind (free mindmap software) http://freemind.sourceforge.net/wiki/index.php/Main_Page
- 33. Accessible Text TRY TO AVOID PRODUCING LARGE AMOUNTS OF TEXT IN UPPER CASE, BOLD AND UNDERLINED.
- 34. Audio, visual and mobile alternatives
- 37. Stay in touch! Sara Hattersley (LDC) ext. 75761 S.Hattersley@warwick.ac.uk Twitter: @sarahattersley https://www2.warwick.ac.uk/services/ldc/
Hinweis der Redaktion
- 12.00 http://www.delta.wisc.edu/Events/BBB%20Balance%20Healey.pdf Talk them through diagram
- Lunch follows this slide.
- 12.10
- 12.20 - Often some downsides of assessment. What are your thoughts on formative and summative assessment? When and how are each used? Bring in discussions from group exercise introduced in previous slide. Think about your own experiences of assessment and feedback, what’s been good/bad? What can we learn from your experiences? My own personal experiences (Emma) As an undergraduate not understanding the assessment criteria and how they were apparent in a piece of work (couldn’t see the differences between two pieces) so learning to mimic good work instead. As a postgraduate not getting much feedback (because it’s all fine) but consequently not really knowing if you’re doing enough, too much or too little. As a postgraduate when you’re getting high grades not being given ideas for how to take work further.
- Centrality of learning to the student experience. Students learn what they think they will be tested on. Lewis Elton coined term ‘backwash’ (1987: 92). What they are tested on is the curriculum. Places supreme importance on assessment in student learning – entirely shapes what students study, how they study and how much they study. We signal what is important about our discipline through the choices we make in assessment – students prioritise their time. Motivate. Value. Usually perceived negatively – students only interested in what is on the test. ‘Teaching to the test’ perceived as limiting. Strategy more important than substance, students peruse past papers trying to second guess what they will be assessed on. Inevitably leads to surface approach to learning (Biggs and Tang 2011: 196). Communicate not only what is important within our discipline, but also model behaviours and approaches to learning – how to achieve academic success. Design assessment is most influential element determining quality and amount of learning achieved – most influential contextual element in learning. Can be harnessed to produce positive effects, can encourage appropriate learning when assessment aligned to what students should be learning. Shift the debate on standards from how maintain integrity combatting plagiarism, reliability and validity - rubber stamping students through summative assessment. Move emphasis away from certification and institutional accountability – away from student measurement to student learning. Need to foster rather than verify student achievement. ‘You don’t fatten a pig by weighing it’ Assessment for learning
- Evolution of these ideas, through: Carless, 2007 ‘Learner oriented assessment’. Work of the ASKe Pedagogy Research Centre at Oxford Brookes. Weston Manor Group. HEA. Look at each of these in more detail.
- Advocate a shift of focus from discussion of standards which champion to consider how high standards of learning can be achieved though assessment. Learning and assessment should be fully aligned. Price et al 2011 argue that: Assessment of learning places deep and complex learning under threat due to understandable demand for high levels of reliability and consistency. If measure what is easy to measure, often fall back on lower orders of Blooms’ taxonomy: remember, understand, apply, analyse, evaluate create. What is ‘high standard of learning’? Critical thinking Independent thinking Active learning Better understanding of subject matter Ability to apply understanding Development skills and attributes: self-efficacy, self-confidence, self-motivation, reflection? Dovetail with employability. What is low standard of learning? Strategic learning Surface learning Regurgitation of learned facts – remembering and repeating Passive learning Poor academic integrity Rather than assessment of learning need to place emphasis upon assessment for learning, i.e. assessment promotes student learning. “The need to provide a reliable, verifiable mark for each individual for each assignment can either limit the methods we have used or create justifiable concerns about consistency or fairness in marking.” So assessment methods which have demonstrable value for learning, such as feedback on drafts, group assessment, peer learning and work-based assessment have been side-lined. Rebalance from summative to formative and diagnostic - which enables exchange information on student achievement – allowing teaching to be responsive. Process becomes dialogic, students given opportunities for preparation and practice before summative assessment – encouragement and support to be their best. Unlocking potential of approaches previously viewed with some suspicion – enables students to develop desirable graduate attributes, self-monitoring, evaluative skills. Key points Assessment must be designed to develop high standards of learning. Students’ learning is enhanced when assessment builds on previous learning and requires demonstration of higher order learning and integration of knowledge. A high quality learning process requires a balance between formative and summative assessment ensuring that summative assessment does not dominate. One of the roles of formative assessment is to give students opportunities for preparation and practice before they are summatively assessed. A range of approaches to feedback in addition to tutor comments on submitted work need to be in place. Students need to develop the capacity to use feedback effectively
- 12.30 Just talk them through this slide
- 12.40 http://vimeo.com/channels/154640 Show some videos of student experiences of feedback – 10 mins video just show a clip and brief discussion. 12.50 – 1.20 Lunch After lunch looking at feedback
- Integration assessment literacy into course design Active engagement with assessment standards needs to be integrated and seamless part of course design – interwoven into fabric of their course. This enables students to develop their own internalised conceptions of standards – to monitor and supervise their own learning. Students need to understand recognised standards – this understanding will enable them to become autonomous, reflective learners. Assessment literacy: students and staff understand the nature and purposes of assessment and assessment standards Takes time Active involvement in educational community – students as partners Iterative process – course design and implementation to provide ‘unhurried opportunities and time’ – within and across programmes – progression pathways Students need opportunities to learn about, understand, internalise and apply relevant standards – achievable through observation, modelling, discussion, reflection and practice. Dialogue – with staff and with peers (peer assessment) – learn more about subject, themselves and assessment of their performance. Assessment literacy also Indicator 6 QAA chapter B6 on assessment: “staff and students should engage in dialogue to promote a shared understanding of the basis on which academic judgements are made”. “Facilitating students' assessment literacy includes illustrating the way in which standards are communicated and applied within the relevant subject to enable staff to make judgements about student performance in different types of assessment task. It also enables students to develop an awareness of the complex nature of professional judgement, and of the way in which standards are derived from the descriptors in the relevant higher education Qualifications Framework and Subject Benchmark Statements, and from the degree-awarding body's regulations, policies and processes for assessment. (See Indicators 1, 2 and 13 of this Chapter, and Part A: Setting and Maintaining Academic Standards.)” Explanation Courses and assessments need to be designed in ways that help students to achieve understanding of the recognised standards. Understanding will also help them to become autonomous learners who can readily reflect on and review their own progress, development and learning. Appropriately involving students in the design of courses will help this be more easily realised. Key points Assessment literacy is essential to everyone involved in assessment practice. It takes time to develop understanding and skills in assessment. These can be gained by active involvement in an educational community in which students are contributing partners. Students are able to realise complex and sophisticated outcomes when they have the opportunities to learn about, understand, internalise and apply the relevant standards. This can be achieved through observation, modelling, discussion, reflection and practice. Assessment literacy is an iterative process, and therefore course design and implementation should provide unhurried opportunities and time – within and across programmes – to develop complex knowledge and skills, and to create clear paths for progression. Encouraging self- and peer assessment, and engaging in dialogue with staff and peers about their work, enables students to learn more about the subject, about themselves as learners, as well as about the way their performance is assessed.
- 13.20 Share this list What does this mean in practice? Even if you’re marking summative assessment tell them when to expect it back? Mention feedback sandwich. Also making it related to their previous and future work Are there strategies we can implement for making it more efficient? What should feedback be doing? How do we ensure reliability? Plagiarism +Collusion Introduce the idea of ‘feedback dialogue’ and hand out flyers. What does good feedback do?