View
3
Download
0
Category
Preview:
DESCRIPTION
Citation preview
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
Recommended