1. SOLSTICE Conference 2015 4 th & 5 th June 2015 iSpring – Digital Assessment Guides Claire Moscrop & Sue Canning, Edge Hill University

2. Introduction Background What are Digital Assessment Guides? How did we use them Our thoughts on their use Student thoughts on their use Improved results?

3. Background LOTS of emails! Previous podcasts iSpring Pilot Digital Assessment guides Ongoing data analysis (Online questionnaire & Focus group)

4. Digital Assessment Guides

5. Why did we think it was a good option? What does this word mean? How do I know I’m looking at good examples? What does this word mean? How do I know I’m looking at good examples?

6. Why did we think it was a good option?

7. Implementation Traditional face to face modules Half way through semester 1 (3 modules) All of semester 2 (1 module) Alongside traditional paper assessment guide Played in full when introducing assessment Linked to on Blackboard

8. Student reactions “I liked that it explained in detail what was needed it left you in no doubt what it was it expected you to do and allowed you to go back to whatever section you were up to, so you could recap” “It allowed further information about the coursework than what is contained in the coursework handbook in the words of the lecturer so we have a better idea of what is expected” “I have hearing impairment so sometimes miss important things in class, being able to listen over at home ensures i don’t miss key points” “it seemed to explain the coursework in a more simpler and easy way to understand format than the written guide”

9. How did students use the DAG? ‘Dipping in’ “I listen to it all the first couple of times to get a good idea of what is needed in the coursework however I find it more useful to dip into the sections as I need them when i get further into the coursework” “I just looked at the section which i needed at the time” One DAG accessed 551 times – 29 students

10. Student results The hope was to help students to gain higher marks through allowing access to assessment descriptions at the point of need. Only one module had results that could be compared. 2014 - 20% achieved 70% or above 2015 - 40% achieved 70% or above

11. Additional Benefits & Conclusions Happy students – They commented positively in the module reviews. Happy tutors – from MANY to hardly any emails regarding the assessment content. Improved student results. Further analysis of DAG next academic year

12. Very easy to create (tab in Powerpoint) Professional output Much small file sizes than other options Accessibility (e.g. mobile friendly) Well supported through our learning technologists with easy ‘how to’ guides Further tools available such as quizzes, links to external resources etc. iSpring Reflections

13. Thank you for your time Claire Moscrop – claire.moscrop@edgehill.ac.ukclaire.moscrop@edgehill.ac.uk Sue Canning – cannings@edgehill.ac.ukcannings@edgehill.ac.uk