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testing testing

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Combining the formative with the summative, Susanne Voelgel, 2013

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Combining the formative with the summative, Susanne Voelgel, 2013

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Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes.

I came across Susanne's work at the 2019 Assessment in HE conference and thought it was a great idea. One of the lecturers at Uni of York is now planning to implement this. - Lilian

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Keywords: E-learning, assessment, action research, higher education

Abstract

The aim of this action research project was to improve student learning by encouraging more "time on task" and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences. Initially voluntary online tests were offered to students and those who participated achieved higher exam marks than those who did not, but completion rate was low. Making the tests compulsory led to high completion rates, but class performance decreased, indicating that using the same assessment for formative and for summative purposes is not always beneficial for learning. Finally, these problems were resolved by introducing a two-stage approach: the first stage of each test was formative and provided prompt feedback. However, students had to achieve 80% to progress to the second summative stage of the test. The two-stage online tests led to significantly improved class performance. This novel test design ensures that students go through at least two attempts and therefore fully benefit from the learning opportunities presented by the formative stage. Two-stage online tests present the opportunity to provide regular feedback in large classes and to improve performance not only of good but also of "weak" students.

Keywords: e-learning; e-assessment; action research; higher education

(Published: 29 April 2013)

Citation: Research in Learning Technology 2013, 21: 19153 - http://dx.doi.org/10.3402/rlt.v21i0.19153

Author Biography

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Combining the formative with the summative: the development of a twostage online test to encourage engagement and provide personal feedback in large classes

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Keywords: E-learning, assessment, action research, higher education The aim of this action research project was to improve student learning by encouraging more "time on task" and to improve self-assessment and feedback through the introduction of weekly online tests in a Year 2 lecture module in biological sciences.

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Dave Lewis from Leeds

Univ of Buffalo give all students e-portfolio on external platform so can take into employment https://www.buffalo.edu/ubcurriculum/ubportfolio.html

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One example of how a tutor blended social learning into an assignment: https://elearningyork.wordpress.com/learning-design-and-development/case-studies-archived/from-wordpress-womble-to-wordpress-winner/

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If anyone has good resources that explain how to create good AR assessments, please do add them here.

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I wrote this book four years ago, so it may be a little out-of-date now: 

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I wrote this book four years ago, so it may be a little out-of-date now: 

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Using Technology to Gather, Store and Report Evidence of Learning

https://www.amazon.co.uk/Technology-Gather-Report-Evidence-Learning/dp/1862018561

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Transforming Assessment is an ASCILITE SIG We are about exploring assessment in higher education with a particular focus on use of information and communications technology to enhance the assessment of student learning (e-assessment).

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Patchwork text junks assessment up into smaller continuous patches with the opportunities to receive formative feedback on each patch. The assignment concludes with a "stitching" piece - a reflection across all patches.

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Rebecca from Newcastle University.  We have a central service supporting online exams - working on expanding our existing provision (system marked questions) to start supporting online essay exams - students have the advantage of typing using their own laptops

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… had a very simple summative assessment. Did it float? Did it capsize? Did it move in a desired direction. There was a high degree of student buy-in when assessed in deep water....

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We have online exams (MCQs, short answer) for students where this is applicable for the discipline and leanring outcomes. This helps with faster turnaround time and you get useful learner analytics to inform teaching#marking

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In our university, I’ve seen a variety of assessment types: many tutors use the traditional Academic and Reflective written essays for summative assessment, a Managing Uncertainty business module used a mix of PechaKucha, Mindmap and written reflection and a Management module, uses an ePortfolio tool for evidence towards a final reflective assignment. Marketing courses use Wix, WordPress and SquareSpace website builders for blogging and many tutors use the VLE Journal and Blog tools for 10-20% of final mark. Language tutors allow presentations and video/audio submissions for individual project assignments. Also, in language courses, Flipgrid app has been used for formative video discussion. In Psychology, they have a research poster presentation assignment. Personally, on my OU course, I enjoyed building a prototype digital storytelling learning resource on Google Sites as a group assessment.

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In our university, I’ve seen a variety of assessment types: many tutors use the traditional Academic and Reflective written essays for summative assessment, a Managing Uncertainty business module used a mix of PechaKucha, Mindmap and written reflection and a Management module, uses an ePortfolio tool for evidence towards a final reflective assignment. Marketing courses use Wix, WordPress and SquareSpace website builders for blogging and many tutors use the VLE Journal and Blog tools for 10-20% of final mark. Language tutors allow presentations and video/audio submissions for individual project assignments. Also, in language courses, Flipgrid app has been used for formative video discussion. In Psychology, they have a research poster presentation assignment. Personally, on my OU course, I enjoyed building a prototype digital storytelling learning resource on Google Sites as a group assessment.

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In our department we use a variety of assessments currently: blackboard assignments, blogs, portfolios using the G Suite of tools. We are introducing blackboard exams next semester. I'm the first learning technologist in the department and new. I hope to expand the repertoire of assessment over the next couple of years!

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In our department we use a variety of assessments currently: blackboard assignments, blogs, portfolios using the G Suite of tools. We are introducing blackboard exams next semester. I'm the first learning technologist in the department and new. I hope to expand the repertoire of assessment over the next couple of years!

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A sociology podcast assignment raised standards, engaged students and made the marking process more enjoyable. Example taken from one of our previous webinars on Rich Media, Audio. Start the video at 19min to hear Dave Beer explain his assignment.
https://xot.futureteacher.eu/play.php?template_id=4#page12section4
Listen to Laurie Hanquinet talks about the students' learning and also her own enjoyment of the marking process on her tab on this ge: case study: podcast assignment for students. (https://learningapps.co.uk/futureteacher/play_82#resume=13)

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At AUT, we have a number of departments that use Mahara for assessment https://mahara.org/ - (e.g. to contribute to Nursing/Midwifery/Early Childhood registrations).  Very powerful and accepted as digital evidence as well

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On a recent MA course on creative writing (Uni of Winchester) we had a publishing project which was incredibly open ended. The learning outcomes were focused on the process of getting published but they gave huge flexibility, allowing for blog posts, promotional videos etc. I chose to explore Twitter as a marketing tool for my writing, building and measuring my digital footprint.

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With my colleague Janice Bramham, we used Omeka software to make a virtual museum exhibition of biomolecular structures. Students worked in groups on parts of a larger structure. Then we got them to make a second exhibition where they "curated" evidence from the first in a series of themes that took general points out of the particular. We used PebblePad to provide feedback.

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In my Inclusive Pedagogy module on our PG Cert tHE I offer the learners a choice of methods for submitting their assessment. It is a group assessment, with an individual element, which provide a personal grade. I set up groups on the VLE, students self-enrol. They then have access to a range of collaborative tools within this group, such as; blogs, wikis, discussion boards and each others group email. They are offered both choice of topic and of assessment method. 3 choices of method are; a Pod/Vodcast,  a poster (electronic or printed) , or a report. But I also encourage them to make a suggestion if they would like to used a different method, one group produced a wiki last year.

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We use blogs for assessment in different ways. External blogs, blogs on Moodle, blogs in Moodle forums... Assessed as multiple posts, whole blog with comments by lecturer throughout, submission of edited 'best' post(s) as an assignment... Or linked to discussion forums with marks for both discussion and the final blog post that results

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Although I haven't tried it yet personally, I saw its effects in an online MA course. One of the assessment components involves students submitting a PPT file with their presentation and audio feed. Once the file is downloaded by a lecturer, all s/he needs to do is to start the presentation and listen to/follow the content. This approach eliminates usual obstacles underlying arrangements for class-room based presentations delivered by students.

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My students really struggled with long essays - the structuring, sequencing arguments, selecting appropriate case studies, matching arguments to evidence etc. We took the approach of giving them lots of non-model answers online that involved practising one skill at a time. They downloaded the non-model answer, improved it according to the task set (improve flow, add case studies etc) then submitted. Easy for student, highly focused, easy to mark and made big improvement in outcomes.

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We created a website https://create.wp.derby.ac.uk/ to assist students who were doing different kinds of assessments. Our academics get students to create infographics for companies, videos (advertisements, vlogs, informative)Posters, interactive elements.
Charlotte (Wouldn't let me sign in?)

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Book review Assessment, feedback and technology.

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Book review Assessment, feedback and technology.

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The e-book Assessment, feedback and technology: contexts and case studies in Bloomsbury, co-edited by Leo Havemann and Sarah Sherman, shared through a Creative Commons licence and available for download online, explores the findings of a wide-ranging two-year research and dissemination project. The editors, experienced technology-enhanced learning practitioners, address a fundamental and important problem that requires fuller discussion in the sector. Assessment and feedback, fundamental core processes in learning, are increasingly mediated through technology as this is often cited as more efficient. However, promises of increased ease of administration, savings in staff time and an improved student experience are rarely delivered if student satisfaction surveys are to be believed. Using the Bloomsbury context as a microcosm of the sector that could inform this issue, the editors provide a useful analysis of the domain and illustrate this with a wide range of brief case studies of existing assessment and feedback and practices taken from the Bloomsbury consortium.

The three research papers that open the book provide a helpful context for this contribution to a wider discussion, focussing on:

The use of technology across the assessment lifecycle

The roles played by administrative staff in assessment processes

Technology-supported assessment in distance learning

They draw upon existing research published by Jisc and the HEA into assessment and feedback processes. In order to investigate in a holistic manner the existing practices at Bloomsbury colleges the editors undertook a mapping process and discovered that it provided a useful analytical tool to increase understanding of what is a complex and often discipline specific domain.

Their work in the first of these papers provides a useful insight for all stakeholders into the complexity of assessment design and is a welcome contribution to raising the level of assessment literacy for all stakeholders. The second paper explores the workflows for assessment and is informed by event participants from different institutions, thus widening the evidence base for the study. As contributors come from a range of institutional roles and contexts, the captured conversations throw light on the multi-factorial issues that make technology choices challenging for learning technologists. The interactive nature of this event is exemplary, showing how such opportunities can help dispel assumptions and bring greater clarity and mutual understanding to a complex and important area of activity. The third paper deals with assessment and feedback in distance learning courses at Bloomsbury, providing examples of a range of technological tools deployed. This reveals the importance of attention to the ergonomics of learning design. It is clear that technical tool selection for key processes such as assessment should be reviewed through collaborative investigation with students and staff if it is to keep pace with the rapidly changing realities of learning in the 21st century and be fit for purpose. This section of the book is a "must read" for all those who care about the quality of the educational experiences in UK HEIs and provides an excellent starting point for a better understanding of our own contexts.

The ensuing case studies illustrate the points raised in section 1, offering disciplinary detail through worked examples of assessment and feedback practices. They cover examples of innovative assessment approaches such as the use of blogging and e-portfolios. They also illustrate student involvement in assessment through peer feedback and the use of multimedia such as telecollaborative presentations and audio feedback. Such practices are often tricky to implement within the standard affordances of VLE tools. The template format of the case studies makes them easily accessible and provides practical information that exemplifies practice both in small group settings and at scale. These are useful scenarios and will inspire and inform practitioners and those who support them. Contact details can easily be located from each case study making it easier for follow up discussions, a practical tool for learning technologists who may be approached about available assessment techniques.

This collection is a timely read if UK HEIs are to embrace the challenges of increasing digital mediation of assessment and feedback. The increased emphasis on the role of assessment for learning ( AfL) and the need for greater assessment literacy in all educational contexts require more holistic discussions, working in silos will not achieve the result needed. This collection provides a very practical starting point that could improve the quality of teaching and learning for all involved.

Teresa MacKinnon, University of Warwick

t.mackinnon@warwick.ac.uk

If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member

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Book review: Assessment, feedback and technology: contexts and case studies in Bloomsbury

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Lisa Donaldson, Dublin City University, lisa.donaldson@dcu.ie

What could be better that a coffee and a chat?

Lisa Donaldson harnessed the power of the coffee break to curate a useful selection of examples of practice across disciplines of the use of e-portfolios in assessment. We met up for a coffee and a chat to capture her experiences arising from an unconference in Dublin earlier this year.

In this podcast you can hear more about how and why she went about publishing an e-book about practitioner experiences of implementing assessment through e-portfolios.

More to explore:
Read the e-book
The Unconference hashtag #EPUnconf : see more.
E-book Creator tool
Blog post: The learning portfolio in Higher Education.

Lisa Donaldson, Dublin City University, lisa.donaldson@dcu.ie @dubdonaldson

If you enjoyed reading this article we invite you to join the Association for Learning Technology (ALT) as an individual member, and to encourage your own organisation to join ALT as an organisational or sponsoring member

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Using Panopto to create formative audio/video assessment

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Using Panopto to create formative audio/video assessment

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To promote different skill sets, I developed an assessment to use Panopto for our students to use and submit a video/audio answer. Students recorded their work which was then uploaded into a subfolder in the module within moodle (safe environment) and was accessible to their peers.  Rather than peer review, submissions were used to initiate discussions.  Although a little apprehensive at first, students really liked this approach.
This was written up as a case study in an ebook: Assessment, Feedback and Technology - Contexts and Case Studies in Bloomsbury

https://www.ble.ac.uk/ebook.html