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EEVS project update M. C ubric & A. Jefferies

EEVS project update M. C ubric & A. Jefferies . A Strand ( iTEAM ) cluster meeting 20- 01-2012. EEVS project factsheet. Theme : Assessment and Feedback Strand : B (Evaluation) Duration : Sept11-Sept12 Principal investigators : Amanda Jefferies (AJ) & Marija Cubric (MC)

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EEVS project update M. C ubric & A. Jefferies

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  1. EEVS project updateM. Cubric & A. Jefferies A Strand (iTEAM) cluster meeting 20-01-2012

  2. EEVS project factsheet Theme: Assessment and Feedback Strand: B (Evaluation) Duration: Sept11-Sept12 Principal investigators: Amanda Jefferies (AJ) & Marija Cubric (MC) Management: weekly progress meetings Aims and Objectives: identify a  set of critical success factors for introducing and maintaining the use of EVS in support of an institutional assessment and feedback strategy, with specific focus on scale of use and subject specifics. Approach: Grounded theory research combined with multi-layered case-study approach using data from students and staff from 8 different schools relative to EVS deployment in Sem B 2010/2011 and Sem A 2011/12, supplemented with data from other stakeholders (e.g. leaders of the assessment and feedback project). Links to other projects: feeding (results) into iTEAM evaluation; feeding (data) from iTEAM project participants Website: http://jiscdesignstudio.pbworks.com/w/page/48734953/EEVS%20Project

  3. Progress so far… Planned Actual

  4. Data collection Staff reports (2010-11) • 7 schools: Business, Languages, Education, Computer Science, PAM, Psychology, Life Sciences • 3500+ students Staff interviews (2010-11) • Business, Languages, Education, Law Students’ ‘blogs’ (2011-12) • 16 students reflected over a period of 3-4 weeks in Sem A, resulting in 24 blog entries, 35 Word documents, 1 podcast and 8 vlogs. • 14 more students due to complete their reflections by end of January • Good spread across gender, levels and schools.

  5. Literature review Google scholar search produced total of 759 results for search terms: PRS OR "response system" OR “electronic voting” OR e-voting OR EVS AND (learning OR assessment OR feedback) --- Very little on institutional deployment and differences across disciplines, mainly pedagogical implications (e.g. improved in-class interactions, engagement in large groups, curriculum design and delivery) Students’ questionnaire design based on: • Brooke, J. (1996). SUS: A “quick and dirty” usability scale. In P. W. Jordan, B. Thomas, B. A. Weerdmeester, & I. L. McClelland (Eds.), Usability evaluation in industry (pp.189–194). • Venkatesh et al (2003) User Acceptance of Information Technology Towards a Unified View, MISQ 2003 • Draper’s material (ref tbd)

  6. Data analysis Preliminary data analysis of staff reports and interviews • Benefits outweigh the issues • Little or no impact on students’ performance, attendance • More caution regarding use for summative assessment Preliminary data analysis of students’ reflections • Anxiety about using EVS for summative assessment • Technical issues sometimes outweigh benefits • Understanding of benefits for formative testing and in-class engagement • No issues with handing-out/collection procedures No indications yet of non-obvious subject-specific differences in use e.g. handset type (text function important for some subjects)

  7. Next Data collection Remaining students’ reflections (end of January) Students’ questionnaire deployment (4000+ students) Students’ focus groups Further staff interviews and focus groups … Literature review More in-depth analysis of literature … Data analysis Further memoing of existing data Identification of categories Axial coding … JISC project interim progress meeting (March 2012)

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