Three case studies of formative assessments in Moodle - Paulo Oprandi
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Transcript of Three case studies of formative assessments in Moodle - Paulo Oprandi
Three case studies in University teaching
Paolo OprandiProfessional Doctorate in Education
Analytical capacity
Criticality
Independence
Inquisitiveness
Dr Traditional Science Tutor
Influences on Dr Traditional
Administrative support
Student expectations
Departmental expectations
Tutor’s educational experiences
Disciplinary expectations
Dr Traditional’s approach to teaching & assessment Teaching● Dominance of lectures● Procedural laboratory tasks
Assessment● Multiple choice questions● Written reports
Moodle Tools
QuizAssignment
Dr Traditional’s assumptions● Students need to know facts● Students can consume facts by listening,
reading and answering short questions● Written feedback can tells student what
they need to improve ● Knowledge comes from tutors and books,
nott peers● Student collusion is bad
Miss Dependent Student
Influences on Miss Dependent
Procedural writing and lab tasks
No space for group-work
Limited formal teaching space for
discussion
Facts, facts,facts
Ability to answer MCQs constitutes
knowledge
Miss Dependent says:“The teacher will tell me what I need to know”“I will always need feedback to tell me how good I am”“I will never be able to assess the quality of my own work”“All I need to do is remember facts”“Online quizzes make me paranoid. The stress stops me from learning.”
Dr Tech Teacher
Influences on Dr Tech
Departmental expectations
Disciplinary expectations
VLE tools
Wants to:● Encourage students to plan● Focus student on meeting specification
Sets up● Anonymous peer assessments● Students grade and leave feedback anonymously
Dr Tech’s objectives
Moodle Tools
Workshop● Similar task for all● Set assessment criteria● Anonymous marking and feedback
Dr Tech’s assumptions● Students need to know what they will be
assessed on● On understanding assessment criteria
students will learn to meet project objectives
● Group-work only important for practical reasons
● VLE tools likely to be pedagogically sound
Mr Cue-conscious Learner
Influences on Mr Cue-conscious
Must follow assessment
criteria
Can’t discuss assessment with
peers
Can anonymously criticize peer work
After 3-weeks can grade peer work
Mr Cue-conscious says:“I am only interested in getting a good grade”
“I am not interested what my peers think”
“Actually understanding the content is not essential to doing well in the course and that is fine by me”
Prof. Peer Engagement
Influences on Prof. Engagement
Belief teaching and assessment methodinfluences student
learningBelief learning is improved when
communicated in social settings
Belief learning is improved when
personal
Teaching● Seminars● Personal focus● Group games
Prof. Engagement teaching
Portfolio● Essay● Peer review● Presentations● Module participation record
Prof. Engagement assessment
Moodle Tools
ForumJournal
Mr Personal Journey
Influences on Mr Journey
My interests matter
Peers can learn from me
I am responsible for my learning
I can learn from my peers
Mr Personal Journey“I was really motivated to shape and develop my area of interest and present it to my peers”
“The module is changing my personality”
“It’s not only the knowledge I’ve learnt but it has also changed my habits and my ability to learn”
Analytical capacity
Criticality
Independence
Inquisitiveness
Multiple choice questions
a + b = 1. c2. d3. e
Workshop
Journal
Forum
Addictive interfaces
Teaching we want to avoid
Narrow conformative development
Tutor feedback
Assessment criteria
Learning we want to encourage
Expansive development Analytical capacity
Criticality
Independence
Inquisitiveness
Any questions