PowerPoint Presentation

Welcome to the ITEAM Project Stakeholders Event

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ITEAM ProjectIntegrating Technology Enhanced AssessmentMethodsforStudent Support andSelf-regulation

Questionmark Perception Electronic Submission & Online feedback Electronic Voting SystemsStudent Dashboard.

Personal TutorModule LeaderAcademic Skills TutorProgramme Tutor

2Assessment for Learning PrinciplesAssessment for Learning PrinciplesThese principles suggest that good practice in Assessment-for-Learning: 1. Engages students with the assessment criteria2. Supports personalised learning3. Ensures feedback leads to improvement4. Focuses on student development5. Stimulates dialogue6. Considers student and staff effortIn 2012, the University separated the mandatory aspects of the UH Academic Regulations for Undergraduate and Taught Postgraduate Programmes from the Assessment-for-Learning Principles. The mandatory aspects have been incorporated into UPR AS12 whilst guidance aspects have been developed to guide staff and support student learning and assessment.

4Guidance and support.

Knowledge exchangeGuidanceTool kit

Developing good practice.Workshops to embed the principles into the assessment process and accessible grading criteria for all studentsThe resource calculator for a summative essay

The comparison

Electronic Voting SystemsElectronic Voting SystemsTo:Encourage active student participationEngage the whole classCheck student knowledgeGive prompt feedbackGive quiet students a voiceAdd interest and fun

UH bought:3845 in 2010-113500 in 2011-12 2975 in 2012-13

Many cogs to the wheel

Learning and TeachingWorkshopsOnline resourcesADL+Ts

ChampionsPromoting pedagogic useSupporting staffCommunication

Logistics (The EVS Life Cycle)PurchasingDistribution RegistrationOn-going support Return

On- going support from front line support/finance, evs cards, HelpDesk and webpageLife Cycle Headings Decision PurchaseDistributionUsageReturn

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Working with students

To simulate the experience of using EVS in an assessment in-order to trigger a dialogue about good practice and develop student informed guidance for teachersParticipants: 11 students from 7 disciplines (Engineering, Computer Science, Creative Arts, Life Science, Business, Law, Psychology)Two quizzes of similar content and length delivered, one without pre-reading paper and one with. Discussion about the experience of using EVSRecommendations

12FutureProcurement window (open now!)Upgrade summer 2013Software/ReceiversStaff support

QuestionMark Perception

QuestionMark Perception

What is it?Development between IH and LTI Assessment TeamUser groupStudent perspectiveStaff perspectiveThe future Development between IH and LTI assessment teamIH Helpdesk:Request for staff accessRequest for student participant groupOther aspectsLTI assessment teamPedagogical aspect of QMP usageStaff training jointly run by IH and LTI20th June 201317th July 201316QMP user groupMembers:IH system managementIH HelpdeskLTI assessment teamAcademic staff usersProfessional staff usersEducational TechnologistsNext meeting September 4th September 201317Student perspectiveWith QMP I think

It is easy to handleNeutralIt is difficult to handle18FutureMore and more staff have expressed their interestTwo training sessions are fully booked with people on waiting listComments: When it works its brilliantThere are issues, but it is worth doing it19Online submission and feedback

Grading CriteriaSupporting consistency across the UniversityBased on top level principles of good practiceAligned to UH grade descriptors (UPR 14)Exemplar StudyNet amendmentsIndividualised to School/Department needsReady for 2013/14 academic year

Student Progress DashboardAn IH development which pulls together information about Studynet (module level) engagement and assessment performance data and displays it in a single place within StudyNet.

To help students with the self-regulation of their studies.

To help staff identify where support for individuals or groups of students might be needed

LTIs role to support further development by facilitating conversations and gathering feedback from staff and students

Student Progress Dashboard23

Traffic lightsModulesAverage grade

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Filter studentsSet thresholdOverview of all students on a course instanceDisplays StudyNet usage and assignment performance statusesOverall status weighted in favour of assignment performanceCustomisable threshold for calculating StudyNet usage statusFilters for displaying strong students or those who require further support

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Informing the developmentStudent input: development meetings, focus groups (25 students; 22 male, 3 female; F/T and P/T; UG and PG), student view pilot (running now, 22 students), feedback meeting in MayStaff input: development meetings, pilot of staff view in semester A (Business, Computer Science, Health, Engineering, Education, LMS)School projects (now): Conversations and Dissemination (Business, Health, Education, LMS, Engineering)26Student comments..wanted to know where they were in relation to others as this would be a motivator to do better (did not feel it would de-motivate them to know they were at the lower end of the league table). ..said the currency/completeness of data is important if dashboard is to be meaningful to them..wanted re-assurance that their information would only be seen by those needing it..were interested in what else could go in there e.g. book loans, attendance, module pass/fail rates (one-stop shop approach)..would like a predictor or calculator for working out final classification

Staff inputStaff pilotBristol on Line survey and some follow up interviewsSchool projectsData currencyLink to other systemsAccess levelsStaff support

Data accuracycompletenesssignpostingClarity Ease of accessVisual appealDesign PrinciplesFeedback and QuestionsHow effective do you feel the communication between the LTI team and yourself has been?

Very goodGoodNeutralPoorVery poorNot applicableDo you feel you have had the right level of involvement in the project?

YesNoNot sureAre you looking forward to lunch?

Quite looking forward to itReally looking forward to itNot looking forward to it at allDont mind either wayThank you for listening and for being part of the ITEAM project!

Any questions?