Joint Information Systems Committee Session 4: From challenge to change Enhancing assessment and feedback with technology

slide 2 How have we investigated use of technology in assessment and feedback? UK-wide call for case studies issued via RSC/ Subject Centre / other relevant JISC mailing lists and Special Interests Groups (SIGs) October 2009 Findings from JISC-funded reports, projects and programmes of work on technology-enhanced assessment, curriculum design and delivery since 2006 Desk study of assessment-related initiatives funded by other agencies eg the Higher Education Academy, Scottish Funding Council, and the work of leading educational theorists eg Gibbs and Simpson, Nicol and Macfarlane-Dick, Black and Wiliam, Race, Boud, Sadler Primary research conducted by the JISC Learner Experiences of e- Learning programme (involving nearly 3,500 survey respondents) and the National Union of Students, and acquired from telephone interviews and video shoots undertaken for the Effective Assessment in a Digital Age project during JISC Assessment Symposium at the University of Warwick - spring 2010

slide 3 What were the results? ■Use of technology is widespread across a full range of activities associated with assessment and feedback ■Technologies in use include those designed for specific purposes (eg computer- assisted assessment systems; licensed software, possibly discipline-specific; voting devices; tools for online peer assessment etc) PLUS a pool of widely available generic software (eg Web 2.0 technologies, open source products, free downloadables etc; familiar hardware eg digital cameras) ■The range of options is broad, and likely to become broader ■In many examples, principles of good assessment and feedback underpin the adoption of new tools and approaches ■Technology is best deployed to augment, streamline and enhance rather than replace valued aspects of current assessment and feedback practice

slide 4 What we decided ■Start with principles of good assessment and feedback ■Highlight the REAP (reengineering assessment practices in higher education) programme which evidenced a link between technology- enabled practice and effective learning ( ■Unpack how technology helps redesign curriculum delivery, assessment and feedback ■Focus on enabling learners to self-regulate ■Provide evidence in multiple formats: podcasts, videos, short and extended versions of case studies ■Publish case studies with discussion in effective practice guide

slide 5 Of course... It is the human ‘actors’ who ultimately determine how effective the use of technology will be There are additional issues raised by technology itself There is no magic bullet! Hold on to two maxims as you explore the role of technology in assessment and feedback: Issues v benefits ‘Technology doesn’t solve everything but enables me to do something about it.’ ‘The way in which students are assessed fundamentally affects their learning.’

slide 6 From challenge to change: let’s do something On your table, you have a set of Challenge to Change cards. These have been chosen to represent a Learner, Practitioner or Institutional perspective Working in pairs, select a card, read and discuss the mini case study with your partner Read the Over to you section and discuss your response 10 mins Find the document Typology of technology use in assessment and feedback in your pack Working as a group, use the Typology to recommend to your tutors (Learner tables), teaching colleagues (Practitioner tables), senior managers (Institutional tables) which approach(es) warrant further investigation. Record your choice(s). TIPS: If group members have experience of effective technology-enabled assessment and feedback practices, use these to help the group reach a conclusion! 15 mins

Joint Information Systems Committee Session 5: Considering the benefits Enhancing assessment and feedback with technology

slide 8 Considering the benefits of technology Using the blank sheet of paper and pen provided, create your own Challenge to change statement based around your solution. Work in this order:  Background – describe where the practice takes place, who with and any other relevant details  Challenge to change – briefly describe what the challenge and how technology was used to address it. Clearly state the technologies used.  Keep in mind – raise any issues or pitfalls to help others replicate this work successfully  Give a personal statement from your group to other communities about the value of the approach. Add contact details if the work of any group members has been represented. 10 mins

slide 9 JISC’s view of the benefits of technology Technology can bring to assessment and feedback: Greater potential for dialogue (tutor-student; student-student), communication (of information about an assessment;clarification of goals and standards; sharing of new approaches). Constraints of distance, time and numbers can be overcome Immediacy and contingency (interactive tests; voting devices; mobile devices; connectivity on the move) Authenticity through filmed, simulated or virtual world scenarios Speed and ease of data processing Opportunities to break new ground by capturing for assessment aspects of learning previously impossible to measure; enabling students to fail productively and safely etc Enabling students to participate more actively in assessing themselves What do you see?

slide 10 After the workshop Investigate other groups’ challenges and change statements on the Design Studio Contact delegates for further information Continue discussions on the Design Studio Challenge to change cards can be downloaded as a PDF from the Design Studio and used in cross-faculty/ institution workshops In-depth case studies are available at Video case studies and podcasts are available. Suggested video – Enhancing graduate attributes (University of Bedfordshire) Research Dissemination