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Photomarathons and Assessment (Two Proceedings Papers 0161 and 0135)


16:20 - 17:20 on Tuesday, 6 September 2011 in 9.90
0161 The Making Assessment Count (MAC) Consortium – Maximising Assessment & Feedback Design by Working Together. Mark Kerrigan, Mark Clements, Mark Gamble, Rae Karimjee, Sian Lindsay, Loretta Newman-Ford, Maria Papaefthimiou, Simon Walker, Gunter Saunders
0135 School trip photomarathons: Engaging primary school visitors using a topic focused photo competition Trevor Collins, Richard Joiner, Alice White, Lindsey Braidley
0161 The Making Assessment Count (MAC) Consortium – Maximising Assessment & Feedback Design by Working Together. Mark Kerrigan, Mark Clements, Mark Gamble, Rae Karimjee, Sian Lindsay, Loretta Newman-Ford, Maria Papaefthimiou, Simon Walker, Gunter Saunders

The Making Assessment Count (MAC) project started at the University of Westminster in 2008. It sought to align staff and student expectations of feedback and support greater use of feed-forward approaches. A baseline analysis of staff views in the School of Life Sciences suggested that students did not make strategic use of the feedback they received. A similar analysis of the student position revealed that as a group they felt that the feedback provided to them was often insufficiently helpful. To address this dichotomy, a MAC process was developed in the School of Life Sciences and trialled with a cohort of about 350 first year undergraduate students. The process was based on a student-centred, three-stage model of feedback: Subject specific, Operational and Strategic (SOS model). The student uses the subject tutor’s feedback on an assignment to complete an online self-review questionnaire delivered by a simple tool. The student answers are processed by a web application called e-Reflect to generate a further feedback report. Contained within this report are personalised graphical representations of performance, time management, satisfaction and other operational feedback designed to help the student reflect on their approach to preparation and completion of future work. The student then writes in an online learning journal, which is shared with their personal tutor to support the personal tutorial process and the student’s own development plan (PDP). Since the initial development and implementation of the MAC process within Life Sciences at Westminster, a consortium of universities has worked together to maximise the benefits of the project outcomes and collaboratively explore how the SOS model and e-Reflect can be exploited in different institutional and subject contexts. This paper presents and discusses an evaluation of the use of the MAC process within Life Sciences at Westminster from both staff and student perspective. In addition, the paper will show how the consortium is working to develop a number of scenarios for utilisation of the process as a whole as well as the key individual process components, the SOS model and e-Reflect.

0135 School trip photomarathons: Engaging primary school visitors using a topic focused photo competition Trevor Collins, Richard Joiner, Alice White, Lindsey Braidley

The aim of this study was to explore the potential of photomarathons as a fun and engaging way to support students making connections between what they learn during a museum visit and what they learn in school or other contexts. Sixty primary school pupils aged between six and eleven took part in a photomarathon activity during their trip to the Roman Baths. The children were split into three groups. During their visit each group undertook three one-hour activities, namely: a photomarathon, a hands-on artefact exploration activity with a museum education officer, and a school-group handheld audio tour. For the photomarathon activity the children worked in subgroups of three and, for 15 to 20 minutes, took photos on three themes around the museum. At the end of the available time the children submitted a set of photos, one photo for each theme. Photo galleries for each theme were then generated and made available on a website for the pupils. The students voted for the best photo in each theme gallery, and a small prize was awarded to the members of each team that took the winning photo. A week after the visit the children were asked a number of questions concerning their visit. The photomarathon was spontaneously mentioned by 41% (23/56) of the children as the best activity in their visit to the Roman Baths, which was more than any other activity they engaged in during the visit. Overall, of the three activities the children liked the photomarathon the best. There were no age differences in how engaging the children found the photomarathon activity and all children regardless of age were able to take photographs.