London | Blackboard Session 1 by Steve Hoole https://padlet.com/steve_hoole1/london1 The Collective inspirations of the London Assessment and Feedback workshop February 10th 2017 en-us 2017-02-03 08:55:12 UTC 2017-02-10 11:01:58 UTC hello@padlet.com I am the first fiona_macneill https://padlet.com/steve_hoole1/london1/wish/153011712 Seriously though, better ways of surfacing information about students who need different assessment arrangements - flagging this for assessment purposes]]> 2017-02-10 10:33:20 UTC https://padlet.com/steve_hoole1/london1/wish/153011712 Anonymity https://padlet.com/steve_hoole1/london1/wish/153011757 How does it work? Different needs of different people with different roles. Not unanymity on anonymity when it is right to use it and when it is not. ]]> 2017-02-10 10:33:36 UTC https://padlet.com/steve_hoole1/london1/wish/153011757 Policy https://padlet.com/steve_hoole1/london1/wish/153011912 Uptodate agreed policies, especially for online submission.

]]> 2017-02-10 10:34:26 UTC https://padlet.com/steve_hoole1/london1/wish/153011912 Narrative https://padlet.com/steve_hoole1/london1/wish/153011925 Essays
Reports
Dissertation
Theses

]]> 2017-02-10 10:34:30 UTC https://padlet.com/steve_hoole1/london1/wish/153011925 Confusion between the assessment itself and the management of assessment https://padlet.com/steve_hoole1/london1/wish/153011953 Tension between academic needs around assessment and what the institution is interested in terms of business process ]]> 2017-02-10 10:34:44 UTC https://padlet.com/steve_hoole1/london1/wish/153011953 Simply the path to the grade book further fiona_macneill https://padlet.com/steve_hoole1/london1/wish/153012143 at the module level - global nav is good but some students do lose their way when reviewing feedback]]> 2017-02-10 10:35:41 UTC https://padlet.com/steve_hoole1/london1/wish/153012143 One dimensional https://padlet.com/steve_hoole1/london1/wish/153012185 To prove learning...just write
No videos or graphics - issues of file size, technology, planning

]]> 2017-02-10 10:35:53 UTC https://padlet.com/steve_hoole1/london1/wish/153012185 Staff not wanting to mark online, printing out assignments https://padlet.com/steve_hoole1/london1/wish/153012339 2017-02-10 10:36:40 UTC https://padlet.com/steve_hoole1/london1/wish/153012339 Formative Vs Summative Assessment https://padlet.com/steve_hoole1/london1/wish/153012457 From a management perspective formative assessment is usually "out of scope", but it does add to management workload]]> 2017-02-10 10:37:19 UTC https://padlet.com/steve_hoole1/london1/wish/153012457 Policies are vague and different interpretations in place https://padlet.com/steve_hoole1/london1/wish/153012524 2017-02-10 10:37:42 UTC https://padlet.com/steve_hoole1/london1/wish/153012524 Staff have mixed views on marking on-screen - a big change in their practice https://padlet.com/steve_hoole1/london1/wish/153012532 So although we have Turnitin GradeMark, its still requires (for most) sitting in front of a PC to mark.]]> 2017-02-10 10:37:46 UTC https://padlet.com/steve_hoole1/london1/wish/153012532 Student Problems https://padlet.com/steve_hoole1/london1/wish/153012632 Issues of students saying they couldn't submit
A lot of rules for submitting electronically]]> 2017-02-10 10:38:12 UTC https://padlet.com/steve_hoole1/london1/wish/153012632 Streamlined assessment workflows and built-in guidance helping academic staff to make decisions about the appropriate tool for assessment fiona_macneill https://padlet.com/steve_hoole1/london1/wish/153012681 An assessment workflow for onboarding would be particularly help for guiding staff through the process of selecting the correct type of assessment tool]]> 2017-02-10 10:38:27 UTC https://padlet.com/steve_hoole1/london1/wish/153012681 Terminology https://padlet.com/steve_hoole1/london1/wish/153012690 Types of marking workflow & practice are described in different ways at different institutions with the same terms  meaning different things in different institutions. E.g. "Sampling" vs "single marking with internal moderation"

]]> 2017-02-10 10:38:30 UTC https://padlet.com/steve_hoole1/london1/wish/153012690 https://padlet.com/steve_hoole1/london1/wish/153012738 Involving all stakeholders in changes agreed at management committees to assessment and feedback]]> 2017-02-10 10:38:45 UTC https://padlet.com/steve_hoole1/london1/wish/153012738 lack of consistency - too much variety of process to support https://padlet.com/steve_hoole1/london1/wish/153012773 2017-02-10 10:38:53 UTC https://padlet.com/steve_hoole1/london1/wish/153012773 Remember the purpose .. https://padlet.com/steve_hoole1/london1/wish/153012774 Don't lose the educational objective by pursuing the technological solution and "fashion"  ]]> 2017-02-10 10:38:54 UTC https://padlet.com/steve_hoole1/london1/wish/153012774 Internal moderation https://padlet.com/steve_hoole1/london1/wish/153012820 When and how that happens, how it is managed.
Audit trail around steps of undertaking proces]]> 2017-02-10 10:39:07 UTC https://padlet.com/steve_hoole1/london1/wish/153012820 Multiple assessment tools jmgordon https://padlet.com/steve_hoole1/london1/wish/153012887 Confusion for students, detective work sometimes needed for support]]> 2017-02-10 10:39:32 UTC https://padlet.com/steve_hoole1/london1/wish/153012887 Tool limitations https://padlet.com/steve_hoole1/london1/wish/153012940 Restricts assessment type]]> 2017-02-10 10:39:48 UTC https://padlet.com/steve_hoole1/london1/wish/153012940 Effectiveness of digital feedback https://padlet.com/steve_hoole1/london1/wish/153012975 How do students engage with digital feedback and how can we tell? Is it possible to have dialogic feedback process where students are more involved?]]> 2017-02-10 10:39:59 UTC https://padlet.com/steve_hoole1/london1/wish/153012975 no clear steer from the top - so pick and mix approach developed https://padlet.com/steve_hoole1/london1/wish/153013004 2017-02-10 10:40:09 UTC https://padlet.com/steve_hoole1/london1/wish/153013004 https://padlet.com/steve_hoole1/london1/wish/153013037 No option to release feedback before the grade

]]> 2017-02-10 10:40:20 UTC https://padlet.com/steve_hoole1/london1/wish/153013037 Assessment processes such as double blind marking https://padlet.com/steve_hoole1/london1/wish/153013067 retaining all of the comments from both
Also access by external examiners

]]> 2017-02-10 10:40:31 UTC https://padlet.com/steve_hoole1/london1/wish/153013067 Enhanced moderation and delegation tools fiona_macneill https://padlet.com/steve_hoole1/london1/wish/153013095 More functionality in relation to delegated marking for seminar groups for instance]]> 2017-02-10 10:40:38 UTC https://padlet.com/steve_hoole1/london1/wish/153013095 anonymous marking - desired by institution but tools don't do this well - technology constraint https://padlet.com/steve_hoole1/london1/wish/153013170 2017-02-10 10:41:06 UTC https://padlet.com/steve_hoole1/london1/wish/153013170 Inconsistency of message https://padlet.com/steve_hoole1/london1/wish/153013186 Inconsistency between programmes, teachers, tools, platforms]]> 2017-02-10 10:41:13 UTC https://padlet.com/steve_hoole1/london1/wish/153013186 External moderation https://padlet.com/steve_hoole1/london1/wish/153013305 Access to assignments within systems
Appropriate permissions and easy routes in for external moderators.]]> 2017-02-10 10:41:43 UTC https://padlet.com/steve_hoole1/london1/wish/153013305 Who creates the submission points, summative activities? fiona_macneill https://padlet.com/steve_hoole1/london1/wish/153013347 There is something to be said for the creation summative assessments based on module descriptors in a standardised way as an administrative task. However, it is still important for the academic staff to understand the nature of the assessment tools so that they can select the correct form of assessment and also for the delivery of formative assessments. The need for knowledge of these tools seems to be increasing as students request more formative assessments across the duration of a module.

]]> 2017-02-10 10:42:01 UTC https://padlet.com/steve_hoole1/london1/wish/153013347 Step Marking https://padlet.com/steve_hoole1/london1/wish/153013397 Using the technology to enforce the step marking rules]]> 2017-02-10 10:42:22 UTC https://padlet.com/steve_hoole1/london1/wish/153013397 Training Need https://padlet.com/steve_hoole1/london1/wish/153013513 Fear of new skills in marking and feedback
Effects speed of feedback
Need to change mindset]]> 2017-02-10 10:43:01 UTC https://padlet.com/steve_hoole1/london1/wish/153013513 Too much manual work in the process https://padlet.com/steve_hoole1/london1/wish/153013691 slows down adoption adds complexity
and errors]]> 2017-02-10 10:44:16 UTC https://padlet.com/steve_hoole1/london1/wish/153013691 No single owner for the whole end to end process https://padlet.com/steve_hoole1/london1/wish/153013889 too many cooks, no head chef

]]> 2017-02-10 10:45:42 UTC https://padlet.com/steve_hoole1/london1/wish/153013889 Academic Integrity https://padlet.com/steve_hoole1/london1/wish/153013928 Ability to check for integrity within the tool, rather than using 3rd party tolls / plugins]]> 2017-02-10 10:45:58 UTC https://padlet.com/steve_hoole1/london1/wish/153013928 Easy export of Journals https://padlet.com/steve_hoole1/london1/wish/153013998 Students create detailed reflective journals and portfolios that are assessed, so having an 'Export all Journals as PDF' feature would be great]]> 2017-02-10 10:46:30 UTC https://padlet.com/steve_hoole1/london1/wish/153013998 Innovation in assessment types and provision of feedback https://padlet.com/steve_hoole1/london1/wish/153014053 Ability to submit assessment in different ways for same assignments and different media.
Ability for markers provide feedback differently e.g. Audio]]> 2017-02-10 10:46:52 UTC https://padlet.com/steve_hoole1/london1/wish/153014053 Innovation Vs Standard Repeatable Management Processes https://padlet.com/steve_hoole1/london1/wish/153014130 To run the business we need standard processes, innovation sometimes conflicts with this need]]> 2017-02-10 10:47:22 UTC https://padlet.com/steve_hoole1/london1/wish/153014130 Insufficient basic IT skills in staff https://padlet.com/steve_hoole1/london1/wish/153014220 they struggle with doing assessment and feedback online]]> 2017-02-10 10:47:46 UTC https://padlet.com/steve_hoole1/london1/wish/153014220 Over-Assessment https://padlet.com/steve_hoole1/london1/wish/153014240 No co-ordination between courses of deadlines...students over worked at particular times]]> 2017-02-10 10:47:53 UTC https://padlet.com/steve_hoole1/london1/wish/153014240 Patterns and Timings of Assessment https://padlet.com/steve_hoole1/london1/wish/153014349 Need to balance timings for both students, academics and administrators - but also meet the pedagogical need]]> 2017-02-10 10:48:45 UTC https://padlet.com/steve_hoole1/london1/wish/153014349 Balancing consistency (for staff, for students) while allowing and encouraging innovation https://padlet.com/steve_hoole1/london1/wish/153014418 2017-02-10 10:49:12 UTC https://padlet.com/steve_hoole1/london1/wish/153014418 Gaps in Assessment https://padlet.com/steve_hoole1/london1/wish/153014492 Assessment may not meet outcomes
Validation gaps means assessment quickly out of date]]> 2017-02-10 10:49:39 UTC https://padlet.com/steve_hoole1/london1/wish/153014492 Need to report data about assessment - but not reliable, or missing https://padlet.com/steve_hoole1/london1/wish/153014608 2017-02-10 10:50:15 UTC https://padlet.com/steve_hoole1/london1/wish/153014608 No one single tool that does everything https://padlet.com/steve_hoole1/london1/wish/153014711 having to use BB AND Tii complicates]]> 2017-02-10 10:50:52 UTC https://padlet.com/steve_hoole1/london1/wish/153014711