E-poster presentation UWE Learning and Teaching Conference Effective Assessment Feedback 15 th January 2013

Using DEWIS & Turning Point for Instant Feedback Dr Karen Henderson, Dr Rhys Gwynllyw & Dr Alison Hooper Department of Engineering Design & Mathematics, FET

Using DEWIS & Turning Point for Instant Feedback What we did: Engineering Mathematics is a large module taken by all first year engineering students (300 students). To support their learning we used DEWIS and Turning Point which provided them with instant feedback. Typically at the start of each lecture a number of Turning Point questions were presented. Students were given time to attempt the questions and then the lecturer would go through the correct solutions. In addition, practice tests have been set up using the DEWIS system for students to attempt in their own time. Instant and full feedback on their attempts is provided. The outcome was: Increased satisfaction and participation with the module. Student feedback has been very positive, with 92% and 66% finding the DEWIS tests and Turning Point questions useful, respectively.

Using PEERWISE to generate student contributed assessment questions Dr Helen Godfrey & Dr Sabita Menon Faculty of Health and Life Sciences.

Using PEERWISE to generate student contributed assessment questions PeerWise is a software that allows students to participate in the construction and evaluation of MCQs. PeerWise is FREE What we did: We used PeerWise in two undergraduate biology modules taken by first year Adult nursing,and midwifery students(500 students). Students were educated about the characteristics of a good MCQ.Student were then encouraged to contribute at least one multiple choice question each, and to solve the MCQ’s posted by other students on PeerWise. Students were also asked to provide feedback on the MCQ’s posted by their colleagues. The rationale : Informing students about the nature and purpose of assessment activities provides a deeper awareness of learning processes. Providing good feedback is a critical aspect of effective learning. Outcome :Student feedback has been very positive, There was evidence of increased satisfaction and participation with the module

Oral feedback in portfolio-assessed project modules Nick Plant & Paul Hulbert, FET-CSCT

Problem:- Pre-defined assessment grid designed and published too abstract for students formal marking and moderation not completed till end of module student anxiety about performance and progression – “suspension of belief” demanding Solution: Informal interim semi-structured formative feedback at each project milestone point:- Tutor hand-annotates hard copy marking grid to indicate performance evaluation to date Feedback on performance to date and prospects, plus advice on improvement delivered orally in supervision meeting Students expected to do their own recording of feedback and supervisor advice (Intended) outcomes:- Tutor workload more manageable, better staged Richer staff-student dialogue, de-bureaucratised Speedier, more agile, feedback Grounded, actionable outcomes for students Shift of ownership -> student responsibility for learning Approx. marking and visualisation helps reduce anxiety “Ahha! NOW I know what those criteria mean!” ”I can see better now how we can get a 1 st ” Oral feedback in portfolio-assessed project modules ….but we’re only at pilot stage so watch this space for more please!

Using Excel to mark assignments and exams scripts David Allen, Faculty of Business & Law

Using Excel to mark assignments and exams scripts What is done: a detailed marking scheme is transferred to an excel spread sheet where each assessment outcome is then marked to a specified criteria (e.g. E to A), each mark is given a ‘score’ and excel then calculates the overall mark. The rationale: To improve the consistency of the marking and aid moderation, provide legible & personalised feedback and, reduce marking time. Outcome: Student feedback has been very positive, (particularly in terms of exam feedback). Staff feedback again very positive (it is quicker!) The same number just a different route! The same ‘pattern’ of ‘Xs’ will always return the same mark. Summary statistics (per marker) collected automatically.