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Actively engaging learners by using a technology enhanced approach that enriches feedback and promotes self reflection
Madonna Herron, Andy Jaffrey, Catherine O’Donnell.
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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
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Blackboard at Ulster
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Blackboard at Ulster
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CLARITI
• C OLLECT
• L OOK
• A PPRAISE
• R EFLECT
• I NVOLVE
• T AKE IN
• I MPROVE
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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).
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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.
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Gotcha to Growth
Reflective feedback shifts the conversation from Gotcha to Growth.
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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.
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A paper-based solution inviting reflection.
Doesn’t encourage student reflections.
No support advised.
Uncollected work.
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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.
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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.
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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
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From a student perspective - Corrective and enriched feedback but no score
Doesn’t encourage student reflections.
Uncollected work.
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Bespoke software application
Doesn’t encourage student reflections.
Uncollected work.
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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.
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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.
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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.
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From a tutor’s perspective – electronic submission
Less admin allows more time to invest in providing enriched generic feedback
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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.
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Ulster’s Principles of Assessment and Feedback
http://ee.ulster.ac.uk/assessment_and_feedback
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Ulster’s Principles of Assessment and Feedback
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Recap - CLARITI
C OLLECTL OOK A PPRAISE R EFLECTI NVOLVE T AKE IN I MPROVE
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Collect
96% of students collected
their feedback.
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Look
75% of studentsreviewed
their work.
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Improve
Most students created
meaningful action plans.
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Feedback and progress report
75% received theirfeedback and
progress report.
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Help
All students that needed
help were offered help.
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Administration
Administration was reduced.
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Student views on enriched feedback
The model answers and marking scheme
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Student views on enriched feedback
Feedback without a score encouraged me to:
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Student Comments
150+student
comments
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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.”
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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.”
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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.”
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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
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Future Work
• Interactive rubricshttp://adl.ulster.ac.uk/skillsplus/ir/
• http://adl.ulster.ac.uk/skillsplus/interactive_rubric/slider.html
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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.
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Thank you for listening
Any Questions?
