sfc
(shefc)
Working on my part of the project are:
The idea of the project is to achieve "transformation" in participating
departments by using e-learning (i.e. computer related technologies) to
deliver the assessment aspects of big courses either more cheaply or with
better effect or both, and for the advantages to be such that the change is
maintained without further special funding after the project ends.
Notionally this project is about e-assessment. However pointers here will not
be narrowly limited to a few new gadgets for marking tests:
- Success means considering all educational means, not just new computer based ones.
- Assessment doesn't just mean marks for certificates
(summative), but (formative)
feedback to students too.
- Successful redesign of assessment can only be done in the context of
reconsidering the whole course delivery. Reasons for this include:
- "Alignment" of assessment with other aspects of course design, e.g.
learning aims, is thought to be good.
- Conventional labels for activities often don't correspond to actual
feedback e.g. a "lecture" may be interactive and give copious feedback; a
"tutorial" may follow a script and not give any individual feedback.
Giving effective feedback face to face in large groups might allow individual
written feedback and/or small group sessions to be reduced.
In my opinion, the strong points of this project are:
- It is based on educational theory, in particular:
David Nicol & Debra Macfarlane-Dick (2006)
"Formative assessment and self-regulated learning: A model and seven principles
of good feedback practice"
Studies in Higher Education vol.31 no.2 pp.199-218
(Apply to David Nicol for a preprint copy.)
- It will attempt to apply cost benefit analysis, building on published
work by the project team:
- Nicol, D.J. & Coen, M. (2003)
"A Model for Evaluating the Institutional Costs and Benefits of ICT Initiatives
in Teaching and Learning in Higher Education"
Association for Learning Technology Journal vol.11 no.2 pp.46-60
- Draper,S.W. (2003) "The importance of CBA -- a response"
Association for Learning Technology Journal vol.11 no.3 pp.118-121
A longer version of this response is available
here.
- Nicol, D.J. & Coen, M. (2003)
"The importance of cost-benefit analysis: a response"
Association for Learning Technology Journal vol.11 no.3 pp.122-124
- Additionally or as part of this, it will include significant efforts at
evaluation of educational benefits
Project summary
The aim of this project is to transform thinking about, and practices of,
assessment across the Scottish HE sector. Assessment is one of the most
important drivers for transformational change; it determines both how and what
students study. Yet, research shows that prevailing modes of assessment
promote increases in teacher work rather than student learning. There is a
need to rethink institutional assessment systems -- away from a model where
teachers transmit marks, to one where students develop, over the course of a
degree, their own ability to self-assess and self-correct.
This project will involve curriculum re-engineering within three institutions
and the dissemination of improved models of assessment practice supported by
technology across the HE sector. Each partner will pilot a range of e-learning
technologies and processes that support assessment. The initial focus will be
on large enrolment first year classes, with more than 3000 students involved
in the first implementation. The scope will be broad, going well beyond online
tests and simulations to include classroom communication systems
(a.k.a. EVS = Electronic Voting Systems), virtual
learning environments, e-portfolios, management systems and online-offline
models. The project will demonstrate how teacher workload can be reduced and
learning quality enhanced. Models of departmental transformation,
re-engineered assessment practices, planning tools, web-based resources and a
programme of dissemination will ensure that the whole Scottish HE sector
benefits. A cost-benefit analysis of changes in departmental workload and
assessment processes will provide evidence of effectiveness. The impact of
curriculum redesign, and the increased use of technology, on organisational
structures and processes and on the roles and responsibilities of staff, will
be evaluated.
Tips: practical suggestions
Nicol's seven principles of good feedback practice
My current list of assessment related e-technologies
web page
pdf
Documents
The grant application
(0.6Mbytes; 56 pages; 22,500 words)
Short paper Transformation in e-learning
A talk by me
"New working ideas in HE assessment and feedback"
Carol Twigg and the Pew programme
Carol Twigg websites:
The cases of course redesign
Examples of redesign in psychology: (search for subheading "Psychology")
Carol Twigg papers
Carol Twigg papers
one to start with
Virginia B. Smith & Joni E. Finney (2007): Increasing Learning, Lowering
Costs: An Interview with Carol A. Twigg, Change: The Magazine of Higher
Learning, 39:3, 16-21
http://dx.doi.org/10.3200/CHNG.39.3.16-21
"Teaching & Learning in a Hybrid World. An Interview with Carol Twigg"
Veronikas, Susan Walsh; Shaughnessy, Michael F.
EDUCAUSE Review, v39 n4 p51-56, 58, 60, 62 Jul-Aug 2004
Pointers elsewhere
UTS site on assessment
New QAA code on assessment
HE academy:
assessment resources
again
student feedback
National student
survey (NSS)
data
and TQI interface here
BBC item
and league table
Nicol Risk tools, for organisational change
ETL project, with
evaluation tools
QEE on assessment:
REAP briefing papers (2-4 pages
each)
All in one PDF document (15 pages)
REAP online conference archive: many case studies of course/assessment
designs:
here or
here or
here.
Feedback in learning: an earlier web memo of mine
Interactivity
an earlier web memo of mine.
SHEFC e-learning report July 2003
Peer assessment management software from Dundee
FAST project
(on formative assessment in science)
papers
quaire tools
FAST project's questionnaire on effectiveness for students of assessment
Why dissemination is hard: Hopson on
"We're Not Listening: An Open Letter to Academic Game Researchers"
Open ended methods
Here are some open-ended methods, beyond the usual ones of open questions in a
questionnaire, focus groups, etc.
Pyramid evaluation
link
link
LEX (learner experiences of e-learning). Open-ended evaluation method.
short report
the method (big)
Big report (1Mbyte)
Drawings as OE data collection in education
Chris McKillop (2006) "Drawing on assessment: using visual representations to
understand students' experiences of assessment in art and design"
in Art, Design and communication in higher education vol.5 no.2
pp.xx
A paper by me discussing methodology and the place of open-ended methods:
Wikipedia
VLEs
Educational technology
Instructional technology
Web site logical path:
[www.psy.gla.ac.uk]
[~steve]
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