Activity 6.1: Reading and reflection
Refer back to activity 6.1
Read pages 5 – 25 of Effective Assessment in a Digital Age (JISC, 2010), then consider the following questions.
- How does your assessment approach(es) align with the four teaching and learning perspectives (page 11)?
- Each of the activities oifs focussed on Associative perspectives with the subject/practice expert providing feedback to the students so they can develop their expertise in each delivery of the activity.
- How does your assessment approach(es) align with the twelve REAP (Re-Engineering Assessment Practices) principles of effective formative and feedback (page 15)?
- Broadly these opportunities were of a formative nature, however there were minimal marlks awarded to encourage completion of each part of the learning activity (a discussion point in itself).
- Colleague 3 actively encouraged students to respond to their blog postings and has a dialogue with each student within the blog. C1 and C2 were primaily one way feedback to student with no follow up.
- How would you describe your assessment design from the manager’s, practitioner’s and learner’s perspectives (page 17-22)?
- The manager would probably be encouraged by the use of the institutions technology to develop skills of staff in ditital teaching and assessment, this is part of the institutes vision and strategy. Stability and equity are key drivers. They are also interested in student satisfaction in their online assessment experience.
- The practitioner in these scenarios, like the opportunity to access the students work remotely and to distribute feedback within the task. They did not express efficiency in work load as they were still reading and marking each contribution,. A quiz of technology administered test would present different workload demands.
- The learner, might view the technology as useful for their access off site. Potentially they could engage in the reflection and critique activities and review their feedback at a time which suited them. They wer developing skills accessing and using the technologuy which are transferrable and feature within graduate attribute profiles.
Activity 6.3: Discussion
- What is your own experience of feedback (either as a tutor or as a student) in technology enhanced or online programmes?
- From a student perspective my experience is very limited. Feedback during the MOOC has yet to arrive, probably my fault as I am behind in the work but I had hoped there would be at least one person in the course team following up snails like me.
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- How can we ensure that students engage with, and act on, in a timely manner the feedback provided?
- Should we be striving to ensure students engage with feedback, if they own and are responsible for their learning isn't it up to them whether they engage and if they do what the then action.
- I personally value feedback so need little motivation to seek and consider it.
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