Matthew DeanFaculty of Technology

mjdean@dmu.ac.ukwww.cse.dmu.ac.uk/~mjdean

(Teaching and Learning)

Can a combination of electronic marking grids (eGrids) and viva based driving tests…

Improve the quality of student feedback?

Optimise staff time spent in assessment?

“How will I cope?”

◦ Voluntary severance◦ New duties◦ Potentially excessive marking load

Action Research Approach

Mock NSS Results ◦ Entire year minus module◦ Module only

Access logs Student and Staff Focus Groups Observation and Reflection

eGrids used on two second year modules

Multimedia and Internet Technology◦ Existing module modified to eGrid assessment◦ 4 x assessment points

Internet Software Development ◦ New module written with eGrids in mind◦ 3 x assessment points

Both Modules◦ 100% Coursework◦ Extensive use of on-line videos◦ 1 x 2hr Lab, 1 x Lecture◦ All TLA provided at the start

Viva based assessment Allows multiple attempts Peer learning

Limiting factors◦ One test a week◦ Three “time outs”◦ Sliding scale of marks◦ Only assessed in taught session

Used so far only on “small” assessments

Confidentiality – G6.77 Account Server creates the grids Read only access for student Students may model grades

Read write access for staff Staff update grid with grades + feedback

Split into “credit categories” Grades may be 0, 25, 50, 70 or 100% Grade is time sensitive

Claims for Credit◦ Self + peer assessment◦ May be limited to a single credit category

Formative Claims (25% claims)

Review weeks Time built into taught sessions for assessment

Summative Claims After assignment deadline (time sensitive grade)

Continuous Claims Theoretical aspects (time sensitive grade)

Module only % Minus module %

Assessment and Feedback A B C D E A B C D E

The criteria used in marking have been clear in advance

56 32 10 3 0 34 48 16 2 0

Assessment arrangements and marking have been fair

51 30 16 3 0 31 52 11 5 0

Feedback on my work has been prompt 49 37 6 8 0 23 41 28 7 2

I have received detailed comments on my work

33 40 22 2 3 23 30 36 7 5

Feedback on my work has helped me clarify things I did not understand

42 34 18 6 0 23 38 25 7 8

A = Definitely Agree, B = Mostly Agree, C= Neither Agree Nor Disagree, D = Disagree, E= Definitely Disagree

(60 Students over 2 Programmes involving 3 Staff)

Staff Perspective◦ Marking a lonely and boring activity – this

approach is anything but◦ Significant reduction in marking out of class◦ Quite an intense process◦ Get to know students◦ Sensitive to staff absence◦ Can be quite hard to tell a student to their face

their work is not up to scratch ◦ Feedback must be constructive and positive◦ Possibly demanding for staff new to

teaching / new to module content

Teaching and Learning◦ Mechanism is initially alien to both staff and

students – some confusion, conflict and anxiety

◦ Positive impact on plagiarism – ownership of work◦ Staff and students develop consensus on quality◦ Moderation of work possibly an issue

Management◦ Time to plan prior to delivery (not a luxury I

had this time)◦ Timing of assessments, we need to provide

time for students to reflect and engage – less may well be more!

◦ Number and nature of credit categories need to be thought through in advance

◦ Changing grids once teaching has started is a problem

◦ Collating grades needs addressing◦ Update of staff data entry

Student Perspective◦ Students become active participants in

assessment◦ Loud cheer of “yes” when asked if they like

this approach◦ Reduced impact on loss of work◦ Not all students engage with the process ◦ (true of whatever we do!)

Carry out remaining research activities (Focus groups etc.) Obtain views of non engaging students

Seek the advice of others Action research Obtain copies of successful applications Focus on one topic Research something you were going to do

anyway Make it sexy