Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning...
-
Upload
harley-folwell -
Category
Documents
-
view
217 -
download
0
Transcript of Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning...
![Page 1: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/1.jpg)
Technology Enhanced Learning
Module 4: Assessment and feedback
PG Cert HELSE Teaching and Learning Centre / Centre for
Learning Technology
This work is licensed under a Creative Commons Attribution-ShareAlike 2.5 License.
![Page 2: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/2.jpg)
Overview
(1) Your experiences with giving feedback using learning technologies
(2) Why feedback matters? (recap)
(3) Learning technologies and feedback
(4) Learning technologies in action
![Page 3: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/3.jpg)
(1) Your experiences
• What learning technologies (including in assessment and feedback) have you used in your teaching and learning?
• Give an example of how a technology enhanced your teaching and/or learning.
![Page 4: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/4.jpg)
(2) Why feedback matters?
• Assessment and feedback are consistently the least satisfactory aspects of higher education from a learner’s perspective (Surridge, 2009)
• A mismatch between tutors’ and students’ perceptions of the purpose and efficacy of feedback
• Feedback bridges the gap between ‘current and desired understanding’ (Hattie & Timperley, 2007)
![Page 5: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/5.jpg)
(3) E-feedback systems
• Holistic approaches to feedback
• Two case studies from:– University of Westminster (E-reflect)– Manchester Metropolitan University (VLE
based system)
![Page 6: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/6.jpg)
(3) Other technologies for feedback and assessment• Wikis – collaborative, knowledge
sharing• Blogs - reflective diaries• Quizzes – self tests and for tutor
feedback• Personal response systems• Audio feedback tools
![Page 7: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/7.jpg)
(3) Personal Response Systems
• PRS an important tool for getting feedback as a teacher
• Checking facts and understanding
• Gauging opinions
• Exploring dilemmas
• Stimulating debate
![Page 8: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/8.jpg)
Examples of PRS at LSE
![Page 9: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/9.jpg)
Which of these regions emitted the most CO2 in the 20th century?
1 2 3 4 5
0% 0% 0%0%0%
1. North America
2. Africa
3. The Soviet Union
4. Europe
5. The Middle East
10
![Page 10: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/10.jpg)
“There is a powerful case for strong action on climate change”
1 2 3 4 5
0% 0% 0%0%0%
• 1. Strongly agree• 2. Agree• 3. Unsure• 4. Disagree• 5. Strongly
disagree
![Page 11: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/11.jpg)
Audio feedback
• Can say more than in an audio recording than in written feedback
• Convey nuances using voice• Students may find it more engaging,
more personal• May save time and facilitate immediate
feedback
![Page 12: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/12.jpg)
(4) Learning technologies in action• Two activities to explore use of:
– Personal response system (PRS) – Audio feedback
• Working in small groups prepare either a PRS quiz or some audio feedback and upload to Moodle
• Be prepared to comment on your experiences
![Page 13: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/13.jpg)
(4) Feedback and reflection
• Your experiences of using the tool
• How do you think it could help in the feedback process?
• What are the advantages and disadvantages over other more traditional ways of giving or receiving feedback?
![Page 14: Technology Enhanced Learning Module 4: Assessment and feedback PG Cert HE LSE Teaching and Learning Centre / Centre for Learning Technology This work is.](https://reader036.fdocuments.us/reader036/viewer/2022062404/551735d0550346fe558b5f1c/html5/thumbnails/14.jpg)
References
Hattie, J. & Timperley, H. (2007) ‘The power of feedback’, Review of Educational Research, 77(1), pp. 81–112
Surridge, P. (2009) NSS Three years on. Available at: http://www.heacademy.ac.uk/assets/EvidenceNet/Summaries/surridge_nss_three_years_on_summary.pdf