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Making Connections: Using technology to improve student engagement with feedback (332)

Public Session active 4 months, 2 weeks ago

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Wednesday, September 11, 2013, 9:00am – 10:00am
Located in Conference Suite 3B/C
In theme Making innovation work

Stuart Hepplestone, Helen Parkin Sheffield Hallam University, GB This paper will present the findings of a research study at Sheffield Hallam University to identify technological interventions that might help students make connections between the feedback that they receive and their...... Read More

Stuart Hepplestone, Helen Parkin
Sheffield Hallam University, GB

This paper will present the findings of a research study at Sheffield Hallam University to identify technological interventions that might help students make connections between the feedback that they receive and their future learning. The study worked in partnership with four Level 5 (second year) cohorts and a tutor from each of those cohorts. The project considered the assessment and feedback process from the perspective of both the tutor and the student, and ways in which technology can enhance the process at each stage. The findings of the project cover each aspect of the process including submission, giving and receiving feedback, storage and future use of feedback. In summary:

  • the process of submitting assignments should be easy and convenient, from anywhere and at anytime
  • any tool should embrace the current variety of feedback practice, yet achieve consistency in publishing feedback alongside the rest of the students’ learning materials
  • students store all their feedback in one place; there is a preference for hard copy because of circumstance, i.e. it is easier to print an electronic copy than to covert hard copy to an electronic format
  • students were more likely to look at and use feedback at the point of their next assignment if it is online

During the session, we will report on and recommend a range of technological developments that might help students establish or better make connections between the feedback received and future assignments, including:

1. An end-to-end online marking experience that facilitates ease and efficiency of marking online. This development should enable staff to mark work within the online environments that they are familiar with, enabling annotation of scripts, the use of feedback grids or the writing of cover-sheet style feedback to accommodate all preferences for marking.

2. An online assessment and feedback store that enables students to retain all feedback from all modules in one place alongside an assessment calendar and advice on how to use feedback effectively. Space for action planning or a link through to the student’s own online portfolio can be facilitated, as well as supporting opportunities for dialogue around their feedback. All documents relating to the assessment process (e.g. assessment briefs and assessment criteria) can be accessed through the store.

At various points during the session, delegates will be invited to work in small groups and report back on each aspect of the assessment and feedback process from the student perspective, identifying how they would recommend the use of technology in supporting and enhancing these aspects. This will take place prior to the presenters sharing their own recommendations for using technology on each of these aspects. This may help us, and them, identify unforeseen ideas and solutions for using technology to enhance the assessment and feedback process for students.

By the end of the session, the audience will have considered a set of developments that might help students establish or better make connections between the feedback received and future assignments.

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