1. Using exemplars to improve students’ assessment literacy & self-efficacy
Jeremy Schildt (SSS) - Neil Cooper (PSY) - Gary Parlett (HSC) - Helen James (BIO)
University of East Anglia
Learning & Teaching Day 2017
A collaborative project at UEA involving staff in the Learning Enhancement Team, the Centre for Technology Enhanced Learning and Schools of Studies.

3. Using examples of student work at UEA
Delivery
Pre-workshop: marking criteria and excerpts from exemplars posted on VLE
Workshop: peer-to-peer discussion of exemplars
Post-workshop: video containing tutor commentary on exemplars released on VLE
Evaluation
Ask MCQs in workshops to capture students’ levels of understanding and confidence using audience response system
Teacher reflections
VLE statistics tracking
Free text survey circulated to students post-submission
Student performance
Staff workload

4. PSY 1st First Year Module (Year Long)
2nd Semester Thematic Analysis Assessment
(First Qualitative Research Report) Cohort =213
Pre ‘Confidence’ Questionnaire
Analysis & Discussion Online Video
Formative Marking Task
Seminar Discussion & Feedback
Method
Online Video
Formative Marking Task
Seminar Discussion & Feedback
Introduction
Online Video
Formative Marking Task
Seminar Discussion & Feedback
Hand-in
Post ‘Confidence’ Questionnaire

5. Design of evaluation questionnaire – couple of days (+ethics)
Time investment?
Request assessments – edit & select text (in Word)
Screenshot & embed into PowerPoint
Make a few notes – chat through for 15 mins in the office with a mic on
Edit & publish
Approx. 2-3 hours per materials
Design of evaluation questionnaire – couple of days (+ethics)
Initial Qs Reponses (62%)
72 (56% of respondents) ‘not confident’

6. Usage stats on “Introduction”
Day before seminar
Hand in date
Release date
Easter break

7. Shared resource to direct
+ve impact on Workload
5 ATs on module online resource = less questions
Shared resource to direct
students
(Anecdotal)  my
traffic
Discussion board
Posts
Posts
Qualitative differences

8. HSC Student voices – 1st summative assessment The effect of peer discussion (n=66)

9. The effect of peer discussion
Yes, discussing with my peers really helped me to understand and view different interesting points about each piece of work. I was able to utilise these points in my own preparation.
Most definitively helped, allowed me to gain an understanding about what markers were looking for and what to avoid.
Peer discussion enlightened me and allowed me to gain a greater understanding of the texts as differing opinions helped shape my own, others identified aspects I may otherwise have missed.
It helped me slightly however I was getting distracted when other peers were talking over each other or trying to contradict what the lecturer was saying!

10. The effect of peer discussion … Did it improve confidence?

11. The impact of the supporting videos
How many of the videos did you watch?
Answer Options
Response Percent
Response Count
Video for Marking Criterion 1
54.5% 36
Video for Marking Criterion 2
Video for Marking Criterion 3
48.5% 32
I did not watch the videos
42.4% 28

12. The impact of the supporting videos
Watching the videos was like having the lectures again and I could refresh some things that I did not remember.
Besides the facilitators these were of the most help to my writing, they were in greater depth than can be explored in lectures and it meant I could continue to refer back to sections I needed the most help with.
I looked at the videos briefly but I did not go through them at length. This is because I felt I had a clear enough understanding of the marking criteria from the workshops.

13. BIO’s experience (1) Where? Why? How? Biology Research Skills
Level 6, 40 credit module
Assessment: project report
2015/16, modified for 2016/17
Why?
Despite experience, students claim not to know what is expected
Lack of understanding of marking schemes (and Senate Scales) and the marking process
How?
Workshops, comparisons of two reports with markers’ feedback, online video

14. BIO’s experience (2)
2015/16
1 hour workshop, in class looked at one part of report
After workshop, students free to look at online resources
Total views = 345
Total students = 44/49

15. BIO’s experience (3)
2016/17
In response to feedback, several changes made
2 x 1 hour workshops, whole reports available, groups marked sections in class, discussion of marking process
Workshops 21 & 24 March
Coursework deadline
Easter vacation
Total views = 195
Total students = 46/50

16. Any questions? Follow-up …
Dr Jeremy Schildt, Head of the Learning Enhancement Team, University of East Anglia