Transcript Why Choose WebCT

Higher Education Academy
The REAP Project
Catherine Owen: a story of transformation
Steve Draper: when you only get what you design for
After REAP
Developments at Strathclyde:
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REAP project (further pilot implementations)
Assessment Working Group: Developed 12 assessment and
feedback principles (agreed at Senate in June 2008)
Student Experience Committee: working group specifically
on feedback set up (2009)
PiP project: looking at curriculum design documentation and
how good practice can be communicated and embedded
Developments elsewhere:
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UK institutions adopting REAP principles
UK and international “spin-off” projects
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The REAP change model
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Innovative examples of good practice – many
departments and disciplines (19 pilots in all)
Differing types of feedback – self, peer and tutor
Use of technology where appropriate, especially in
large classes
Showed measurable learning gains in 11 pilots
Showed efficiency improvements
Student satisfaction gains
Other evidence (retention, progression,
engagement)
Evidence base informed new policy and practice
shift
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Start with a big idea...
Assessment:
involves almost everyone at the institution
• is a determinant of student satisfaction
• is a major component of teacher workload
• affects learning behaviours
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Good feedback practice, used to inform redesign…
1. helps clarify what good performance is (goals, criteria, expected
standards);
2. facilitates the development of self-assessment (reflection) in learning;
3. delivers high quality information to students about their learning;
4. encourages teacher and peer dialogue around learning;
5. encourages positive motivational beliefs and self-esteem;
6. provides opportunities to close the gap between current and desired
performance;
7. provides information to teachers that can be used to help shape the
teaching.
(Nicol and MacFarlane-Dick, 2004)
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Create a strong evidence base...
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select project partners carefully
test ideas in a variety of contexts and
disciplines
offer support: pedagogic, technical,
management and evaluation
seek credible measures of success
develop compelling narratives
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One example...
• First year Psychology class, 560 first year
students
• Mixture of psychology majors (130) and those
taking psychology only for one year (430)
• 6 topic areas, 48 lectures, 4 tutorials, 12
practicals
• Assessment; 2 x MCQs (25%), tutorial
attendance (4%), taking part in experiment
(5%), essay exam (66%)
Problems identified
• No practice in writing skills but required in
the exam
• More detail provided in lectures than
mentioned in exams (not enough
independent reading)
• No feedback except on MCQs (percent
correct)
• Didn’t want to increase staff workload
Improving essay writing
Engagement
• P2. Encouraging time on task (to develop
writing skills)
Empowerment (self-regulation)
• P6. Introducing peer dialogue (to enrich
feedback opportunities)
• P7. Reflection and self-assessment (model
answers)
Psychology Redesign
• Discussion board in WebCT
• Students in 85 closed discussion groups (7-8)
• Open discussion board for class
• Friday lectures dropped
• Series of online tasks
Psychology: group essay tasks
6 cycles of 3 weeks (one cycle x major course topic)
• First week: ‘light’ written task (e.g. define terms) = 7 short
answers (all answer)
• Second week = guided reading
• Week three: ‘heavy’ written task: students answer guided
questions and then collaborate in writing a 700-800 word essay.
Within each week:
• The Monday lecture – introducing material
• Immediately after lecture, task posted online – for delivery the
following Monday
• Model answers (selected from students) posted for previous
week’s task
Benefits
• Students worked harder than dept had seen
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Students saw each others’ work
Scaffolded each others’ learning
Course leader did not moderate discussions or
mark these essays (2% for participation)
Model answers selected from students responses
(motivational)
• Improved mean exam performance (up from 51-
57%, p<0.01))
Build momentum
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share stories with influential audiences
show explicit links between project
findings and key strategic drivers (e.g. NSS,
QAA review)
support course teams to extend activities
consolidate into policy
promote the policy
support new partners
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New Assessment Policy
Chaired cross institutional group including student
representation to draft assessment and feedback
policy for the University
Focus on the aspirations for assessment and
feedback – to promote student learning
12 assessment and feedback principles defined
Wide view of the meaning of assessment and
feedback
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Good formative assessment and feedback practices should:
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Help clarify what good performance is (goals, criteria, standards)
Encourage ‘time an effort’ on challenging learning tasks
Deliver high quality feedback information that helps learners self-correct
Provide opportunities to act on feedback
Ensure that summative assessment supports formative
learning processes
Encourage interaction and dialogue around learning (peer, teacherstudent)
Facilitate the development of self-assessment and reflection in learning
Give choice in the topic, method, criteria, weighting or timing of
assessments.
Involve students in decision making about assessment policy and
practice
Support the development of learning groups and communities
Encourage positive motivational beliefs and self-esteem
Provide information to teachers that can be used to help shape the
teaching
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Working group
Develop website of with advice on effective
feedback practice
Leaflet campaign: Better information for staff and
students with examples (how to get the most out
of feedback)
Work closely with USSA
Run LEN events on the topic
Scan environment for good examples
Pip project
Continuing with REAP
Working with departments and faculties (LASS)
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Questions and discussion
The REAP change model:
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Start with a strong idea
Translate idea into practice
Multiple test sites
Provide support
Emphasis on evaluation
Create compelling narratives
Inform policy
Maintain momentum