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Use of video mark schemes to facilitate student generated feedback and reflection. David Read. Outline of talk. - Background (video lectures etc.) Pilot self-assessment exercise Evaluation and feedback Roll-out: Summer vacation exercise . Background: Recorded lectures.
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Use of video mark schemes to facilitate student generated feedback and reflection David Read
Outline of talk • - Background (video lectures etc.) • Pilot self-assessment exercise • Evaluation and feedback • Roll-out: Summer vacation exercise
Background: Recorded lectures Andrews, C. J., Brown, R. C., Harrison, C. K., Read, D. and Roach, P. L., New Directions in the Teaching of Physical Sciences, 2010, 6, p.56. Read, D. and Lancaster, S. J., Education in Chemistry, 2012, 49, p.13.
Turning worked examples into self-assessment exercises • Organic chemistry = problems. • Y2 exam performance in January was poor… • Remedial work was needed in order to: • help students to improve their basic skills in organic chemistry • assist them in working effectively on their own • boost their confidence and keep them engaged
Analysis of feedback Question 1: “How useful were the resources that we made available over the Easter? We need your feedback to help us decide if we should produce more of these resources.” Question 2: “Has this been a useful exercise for you? Please explain why you think this (whether you have a positive view or a negative one). We need your feedback so we can decide if we should do more of this sort of thing.” Question 3: “How do you feel about your performance on this exercise?” Question 4: “What are you going to do to ensure that you maximise your performance in organic chemistry?” >8000 words from ~60 students
Semi-quantitative analysis Question 1: “How useful were the resources that we made available over the Easter? We need your feedback to help us decide if we should produce more of these resources.” Question 2: “Has this been a useful exercise for you? Please explain why you think this (whether you have a positive view or a negative one). We need your feedback so we can decide if we should do more of this sort of thing.”
Evidence of success, and of reflection “…it is good to be able to think about where the electrons are going rather than just trying to memorise arrow positions.” “…shows why the mechanisms happen…gives the required chemistry background to allow similar questions to be answered more easily” “…explanation of the mechanisms…is invaluable in that we can also see the ’train of thought’ we should practise in approaching mechanisms.” “Learning the method of approaching the mechanism is just as valuable as knowing the chemistry outright.”
Evidence of success, and of reflection “…see where you’ve gone wrong if you’re marking it yourself rather than having a cross with no annotation.” “I have been able to take the time to go through each mechanism and work out where I went wrong instead of just receiving a mark.” “…the reasons why (the mechanism) happened a certain way were explained so I understood more clearly what my mistakes were.”
The sheer volume of feedback… “This is an excellent resource and should be developed further for organic chemistry. It has been extremely useful for consolidating the information I have already received through labs, lectures etc, and for adding those extra important details to my knowledge. I think the maximum benefit can only be gained however if the student has done some study beforehand, as launching in; to the videos may just add to any confusion if the student is feeling unsure about the basics of organic chemistry. The one drawback at the moment (and it's only minor) is the length of the videos. It is good to have plenty of detail in them, but perhaps they could be condensed very slightly. In this regard, the slider along the bottom of the screen helps so the audience is able to tailor their experience. Richard Brown is obviously an excellent lecturer so more of the same please! His delivery is clear, detailed where necessary and his writing is legible!! Finally, it might benefit students if one of these self-assessment exercises could be made compulsory at the end of each lecture topic, in order that study does not slip throughout the term - one of the most common reasons I think for students not having the knowledge they should. Although this constant assessment would initially be time-consuming for staff, this effort will become more efficient as the process is established. Current tutorials and workshops don't put enough onus on the student that they are solely responsible for what they get out of the course.”
The sheer volume of feedback… “This is an excellent resource and should be developed further for organic chemistry… “It might benefit students if one of these self-assessment exercises could be made compulsory at the end of each lecture topic, in order that study does not slip throughout the term - one of the most common reasons I think for students not having the knowledge they should… “Current tutorials and workshops don't put enough onus on the student that they are solely responsible for what they get out of the course…”
Music to our ears! “A brilliant exercise in covering things I had already understood, whilst simultaneously highlighting things I'd clearly managed to remember or even learn wrong in the first place.” “This has been a brilliant exercise, if I’m honest…a good insight into how exams will be marked.” “I wholeheartedly look forward to doing more of these sorts of exercises.” “I believe that this type of exercise will make a significant difference to the overall score of the class.”
There’s always a ‘Doubting Thomas’ or two… “..exercises like this consume the little time we have, which could have been used for revision. Most people who have done this exercise have not completed their revision on the subject so this forced exercise does not seem that useful .” “Quite a bad exercise, the nagging for submission was a bit hypocritical as we have to do the exercise then mark it ourselves. It would seem that many people struggling with the course would rather not do the exercise.”
Reflection on performance “I feel that I should have done better because …I think it was beneficial as by the end I felt more confident, even though it turned out it was pretty much all wrong!” “I made several mistakes at the start of the mechanisms that I had thought were correct…clearly need to go over to remove learned misconceptions.” “My personal performance could have been better but it helped me see what parts i need to work on.” “I did not do well at all. Annoyingly the occassional times I got an answer right, I hadn't shown enough of the mechanism or curly arrows in order to get all the marks.”
Reflection on performance – one student’s analysis “Very poor, particularly on questions 2(ii) and 2(iii) where i was way off the correct mechanism, and forgot to submit an extra sheet - stupid! “Question 1 i tried to apply the correct mechanism, in transformations 1 & 2, but made many errors in the detail. Transformation 3 was wholly incorrect. “For the final decarboxylation step in question 3, the curly arrows were in the right places but the presentation implied the steps weren't concerted and they didn't really make sense when split down and viewed in isolation, as without the mechanism being concerted there was nothing to push the electrons around.”
Planning ahead – actions to maximise future performance. “I have seen that instead of just trying to memorise the reaction mechanisms it would be a lot more useful to practice writing them down so that small details are not left out in the future.” “Practice drawing out mechanisms …this will hopefully improve my ability to recognise what is happening in order to recreate it.” “I will make sure that I thoroughly understand all the relevant mechanisms & can differentiate between them.” “watch your excellent vids repeatedly (not being sarcastic, they’re genuinely good).”
Turning worked examples into self-assessment exercises: evaluation • Some students talked about reflection. • Improvement in attainment. • Won the ‘Most effective use of video in an educational context’ award from the ALT. • Approach adapted to comprehensive Summer Vacation work programme.
How could we capitalise on this… Summer vacation work • Y1 – Y2 transition is problematic. • Summer vacation work was set at the end of July, comprising exercises in I, O and P. • Students were informed that they would hand the work in, we would return it and they would complete SA. • Video mark schemes were created over the summer, to be made available at the start of term.
Processes • Students handed the work in at the start of the ‘Welcome back’ talk. • Miscreants were “named and shamed”. • Students were briefed on the process of doing SA. • They completed SA in their own time and entered their marks and feedback in a Blackboard survey. • A small number needed to be chased.
The worst (best?) excuse ever? “Hello i am trying to complete these but i have been really busy the last two weeks as im vice president for Bencraft JCR so I have had to go out almost every night for 2 weeks with freshers to make sure they are all ok which has meant i havent had time to mark the work im trying to do it now but i dont think it will be done by the deadline im doing the inorganic 1st as it is needed in tomorrow Sorry for the lateness ive just had no spare time”
What’s your overall view of the summer vacation work itself? • Very helpful • Quite helpful • No view either way • Not very helpful • A waste of time
What’s your overall view of the self-assessment process? • Very helpful • Quite helpful • No view either way • Not very helpful • A waste of time
We should do this sort of work in every summer vacation break. • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree
We should do this sort of work in every vacation break. • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree
Self-assessment using video markschemes helps me to learn. • Strongly agree • Agree • Neither agree nor disagree • Disagree • Strongly disagree
Future plans • Summer vacation work Y2-Y3. • Foundation Year end of unit self-assessment exercise. • Flipped learning: 15 mins 15 mins 30 mins Assessment & feedback Pre-lecture Lecture at home lecture slot
Acknowledgements Dr Jeremy Hinks Prof Richard Brown Prof Jeremy Frey Prof Andrea Russell Dr Paul Duckmanton Dr Paul Wilson Charles Harrison Dr Jon Speed Dr Simon Lancaster
