Transcript Making Assessment Count (MAC) Consortium University of Westminster • Gunter Saunders • Mark Clements • Peter Chatterton University of Bedfordshire • Mark Gamble City University • Kate Reader • An informal.

Making Assessment Count
(MAC)
Consortium
University of Westminster
• Gunter Saunders
• Mark Clements
• Peter Chatterton
University of Bedfordshire
• Mark Gamble
City University
• Kate Reader
• An informal group further developing
and adapting best practice in the use
of technology to enhance feedback.
• Realising the benefits of the JISC
funded project Making Assessment
Count (Westminster)
MAC Web-site
University of Greenwich
• Mark Kerrigan
• Simon Walker
Cardiff Metropolitan University (UWIC)
• Loretta Newman-Ford
University of Reading
• Maria Papaefthimiou
https://sites.google.com/a/staff.westminster.ac.uk/mac
JISC Design Studio pages:
• MAC http://jiscdesignstudio.pbworks.com/w/page/23495173/Making%20Assessment%20Count%20Project
• MAC Consortium http://jiscdesignstudio.pbworks.com/w/page/33943261/Making-Assessment-Count-Consortium
The original MAC
Challenges being addressed:
• Mismatch between feedback provided and students saying no feedback
received
• Students often do not make use of their feedback
• Focused on the mark
• Therefore do not derive benefit from the feedback in relation to future work
MAC Framework for
action on feedback
(SOS model)
E-Reflect software
• Encourages staff and students to
engage with action on feedback
• Link action on feedback to the
personal tutorial system
S = Subject
O = Operational
S = Strategic
• Help the student strategically reflect
on what they did and the feedback
received
• Connect the student’s feedback and
reflections to the personal tutor
MAC process – module assessment activities
Student
Response to
self-review
questionnaire
Coursework
&
submission
Subject tutor
Learning
journal
entry
Dialogu
e
Subject
Marking &
feedback
E-Reflect tool
Operational
(Westminster online tool)
Automated
feedback
Personal Tutor
OR
Subject Tutor
Strategic
Feedback
on the
learning
journal
entry
Dialogu
e
Why Evaluate E-Reflect and MAC at City?
• Encouraging our students to reflect and learn
from their feedback
• May improve student retention
• To engage more students with the personal
tutorial system at City
• Encouraging students to take a feedforward
approach to work
How did we evaluate the E-Reflect tool and MAC Project?
We took an ‘integrative’ evaluation approach (Cook, 2002)
whereby we looked at how eReflect could be best integrated with other
resources available to our users. In our case, the resource was our new
virtual learning environment Moodle.
• Students – how easy is eReflect to use? How enjoyable is it to use? Does
eReflect feel personalised to me and meet my individual needs? Will eReflect
help me to perform better in my studies?
• Personal Tutors (teaching staff) – how easy is eReflect to use? How much
additional work will I have to do over what I am doing already with my personal
tutorials to use it effectively? Does eReflect look professional and does it
integrate with the course content available on Moodle?
• Support Staff – what are the hardware implications of eReflect? Who hosts it?
What are the staff development and training implications of eReflect?
• Developers – can eReflect be customised? Is it open-source and can we
adapt it to better suit our needs? How do we report problems with bugs in the
code?
• Managers – how does eReflect fit within the institutional strategy? Can it
enhance the status and attractiveness of the institution? What are the costs of
running eReflect?
Evaluation Results
•
•
•
•
•
E-Reflect Tool:
It would not be feasible to introduce an outside system
to our students and staff for the following reasons:
Separate logins needed for staff and students from our
institutional systems
Reliance on an external organisation for help and
support with no formal service contract
MAC Project:
The SOS model would be adopted, but delivered
through our institutional VLE moodle
We would rename the project “Feedforward” in order to
address issues with Feedback
Building the SOS
Model into Moodle...
MAC Consortium Progress
• Cardiff Met – piloted with up to 350 Sports Medicine
undergraduates and in School of Education
• Greenwich – used across all Schools through training
courses in learning and teaching
• Bedfordshire – Just started using in Health Sciences
and in IT/Business
• Reading – Pilot with over 100 final year Life Sciences
project students
• Westminster – used now to support feedback on written
exams in Life Sciences
• City – pilot in Moodle with Politics and Sociology
undergraduates
E-Reflect Tool
1.What is e-Reflect
http://youtu.be/4_67G79CmHU
2.Student completing questionnaire
http://youtu.be/PVeLndwdEFY
3.Student completing reflection
http://youtu.be/WPBQ2AvnL04
Further Information
Making Assessment Count Practitioner Toolkit
Making Assessment Count Evaluation
MAC Video Case Study
What students say about MAC
E-Reflect videos
1.What is e-Reflect
2.Student completing questionnaire
3.Student completing reflection
4.Tutor commenting on student reflection
5.Tutor creating en e-Reflect questionnaire