Learning and Teaching Innovation Centre Exploring assessment opportunities

Learning and Teaching Innovation Centre Exploring assessment opportunities in Canvas Helen Barefoot Karen Clark Peter D’Sena @helenbarefoot @Karen__clark @hehistedu

Learning and Teaching Innovation Centre Teaching and Supporting Learning • • Introductory module Participants experience, and then apply, concepts and skills which underpin learning, teaching and assessment Block taught over 3 days Assessment activity – Detailed Lesson Plan (Written feedback and use of rubrics) – Teaching Observation (Oral feedback from observer) – Reflection of an observation on someone else’s teaching (video feedback)

Learning and Teaching Innovation Centre Student Feedback on the Feedback Preference for Video or Written feedback 39% 61% Video feedback on reflection on someone else's teaching Written feedback on lesson plan Written feedback It is much easier and quicker to navigate and re-refer to -rather than having to re-watch if you want to look at the feedback again Video feedback The video added a personal touch to the feedback, and it was easy to listen to the comments overall, instead of reading through comments annotated on my work. I also remember the feedback from the video more clearly than the written comments on the lesson plan. I would consider using video feedback, because I think certain students would prefer it and perhaps get more from it than written. I think giving a choice is the best approach, so feedback can be truly personalised to student preferences

Learning and Teaching Innovation Centre Considering the Student Experience • • • Second module with a focus on collaboration and inclusion. We look at wider HE context and participants are encouraged to draw on their own experience as students on a UH programme Taught in eight 3 -hour sessions across a semester Assessment activity, 2 sections: – Collaborative writing. Tutors grade written work, students grade each other by method chosen using Canvas quiz – Presentation of idea for a teaching activity. Plan and feedback uploaded to site ü Linked formative/summative assignments clearly presented ü Easy to set up groups and add students manually ü Any student in group can submit for all ü Tutor can comment to one or all ü Submissions automatically load in browser: Student reading easy (even on mobile) & transposing individual marks from collective document submission is easy ü Easy for markers to upload feedback documents s Annotation of submissions: spread of opinion s Finding feedback for student not intuitive

Learning and Teaching Innovation Centre Linking Pedagogic Theory to Practice Module focus: students focus on one of their own interests in teaching and learning, related to their own practice; then conduct research about it, in order to frame findings into an article worthy of publication in a refereed journal. • Taught in eight 3 -hour sessions, across a semester which includes a series of in-depth case studies of pedagogic theories and assignment-related training • Assessment in three parts: (i) a draft version of the article (approx 50%+ wordage) (ii) an anonymised peer review of another student's draft – returned to that student as formative feedback (iii) the 3500 word research article (100% summative)

Learning and Teaching Innovation Centre • • • LPTt. P: assessment opportunities Quizzes easy for students to use – formative Tutors quickly/easily gives feedback to all Students can quickly submit and access marked work (even on mobiles) Uploading feedback documents - quick/easy LPTt. P: areas for consideration Double blind marking – not accommodated The allocation of drafts to be peer reviewed – needs improvement (especially in anticipation of large groups) The annotation of scripts – not as obviously 'slick'

Shared Themes • • • Learning and Teaching Innovation Centre Learning themes Personalisation of feedback Scaffolded learning approach Formative opportunities Upskilling within marking Marking and moderation challenges Dialogic improvement – ease of communication Just in time teaching Advocates for the GLJ

Learning and Teaching Innovation Centre Assessment for Learning

Future Developments • Video briefs of the assignments • Formative activity in TSL regarding accessibility • Programme landscape views so student see the assessments as part of a journey • Enhanced double blind marking and moderation functionality within updated assignment system Learning and Teaching Innovation Centre

What might you use? Learning and Teaching Innovation Centre • Which assessment/feedback tools are you interested in using? • Please post your thoughts via Menti. com – code: 97 15 32