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Engaging our diverse students using assessment as (blended) learning: presentations, role play and a web mobile application. Peter Chalk, Dr Yanguo Jing, Fraser Hardy and Chaitanya Nandamuri Faculty of Computing, London Metropolitan University. The Investigation

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  1. Engaging our diverse students using assessment as (blended) learning: presentations, role play and a web mobile application Peter Chalk, Dr Yanguo Jing, Fraser Hardy and Chaitanya Nandamuri Faculty of Computing, London Metropolitan University • The Investigation • Can this technology be used to help engage in situated learning/ assessment activities? • Will academics want this PGFT mobile app? • How can it be better designed for use? • Is it applicable across all subjects and levels? • Is it most useful for summative grading, by staff only, or formative feedback, including by peers? • Problems • “One of the features of an oral presentation is that it does not leave a record. Unless the presentation is recorded, there is no chance for discussion of a disputed mark. ” (Jenny Moon, undated) • Manage disputed marks • Was there a useful introduction? • Logical structure? • Evidence given? Discussed? • Was there a conclusion? (Main points restated? Yes/No?) • Rapport and eye contact? • Use of cue sheets/cards? • Sensitive handling of Q&A? • Comments: • Outcomes so far • PGFT has been used in four modules with 200+ students • PGFT has been used for summative assessment, peer formative assessment and 'ask the audience’ • 15 staff have shown an interest, and formed a support network • Five staff have registered as event organisers, and started to set up and grade events • A selection of comments: "very interactive", "good for Q&A sessions", "I have been considering tools of this nature especially for peer support and engagement" and "Interesting, would like to use it for PGCE Primary Presentations" Organiser view of results/feedback • Solution • A mobile app – Presentation Grading and Feedback Tool (PGFT) • Almost all students in the class room have a mobile device. How can we use this technology to enhance student learning? The project aims to propose a mobile solution to make presentation assessment and feedback procedure simple, prompt and easy to use. • Capturing a ‘record’ of the event (Moon, undated) • Collect and return formative feedback • Use ‘ask the audience’ mode to get instant feedback • Useful for peer assessment. • Summative assessment. • Supports 'assessment as learning', eg "external, structured opportunities for students to assess themselves.” (Manitoba 2006) Literature cited Manitoba Education, Citizenship and Youth (2006) ‘Rethinking Classroom Assessment with Purpose in Mind’, www.edu.gov.mb.ca/k12/assess/wncp/ Moon, J (undated) Assessing Oral Presentations, www.liv.ac.uk/cepd/DOCUMENTS/AssessingOralPresentations.doc Acknowledgments This project is sponsored by Peter Chalk’s university teaching fellow grant provided by London Metropolitan University. For further information Please contact p.chalk@londonmet.ac.uk.

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