Launching e-Assessment

1. Launching e-Assessment Kyriaki Anagnostopoulou, Caroline Reid, Steve Chilton 17th September 2010

2. E-Assessment ‘away day’ • Setting the scene and defining the project • Discussion with refreshments • The tools and ‘top tips’ from colleagues • Project opportunities and challenges • Support and staff development • Lunch

3. The project • Background and context • Within the context of other strategies • Regulations - Code of Assessment Practice (section M) • Enhancing Learning, Teaching and Assessment Strategy • Progression and Achievement Strategy • Use of Educational Technology Policy • TurnItIn policy (forthcoming). • Timing • Formative or summative?

4. Project aims • Introduce e-submission for assessed work • Develop a range of e-feedback approaches to enhance student feedback • Identify challenges and articulate a policy and strategy to support the wider introduction of e-assessment • Create opportunities for the sharing and cascading of e-assessment practice within departments and schools through the development of case studies.

5. Defining the concepts • E-submission • Student submission of coursework, collecting, receipting, sorting and distributing of coursework for marking • Includes marking online • Introduced at module level • Exclusions apply • carried out via OASISplus or TurnItIn • E-feedback • provision of feedback on student work and is usually provided in writing • inform students what form their e-feedback will take • Introduced at module level • Exclusions apply • carried out via OASISplus or TurnItIn

6. Action learning and co-operative Inquiry • Roles and relationships • Working together • Sharing and dissemination

7. Roles and relationships • Module leaders and module teams • Departmental Co-ordinators • Student Achievement Advisors • Learning and Teaching Strategy • Teaching Fellows • Centre for Learning and Teaching Enhancement

8. Working together • Departmental Level • School level • University wide • Monthly meetings • Action learning sets • e-Assessment development sessions • Try something new....

9. Sharing and disseminating • e-Assessment wiki, general and departmental pages • Updating progress • Links and resources • Produce departmental case studies • Write an e-Assessment policy and strategy for wider implementation phase Sept 2011 • Annual Learning and Teaching Conference 2011 e-Assessment focus

10. Discussion (with refreshments)

16. Discussions

19. Views from colleagues - 1 • “Students enjoyed the opportunity to revise in their own time and get a better understanding of what to expect in the exam. Both students and I liked it to test for understanding of literature accompanying seminars.” comment from HSSC academic about the Quiz tool

20. Views from colleagues - 2 • “Ease of access; no paper copies necessary; email boxes were not clogged up by submissions, ease of marking/making comments and returning to students; easier to maintain records of who had submitted their audits and a record of comments. In some cases where students 'lost' one of their audits, I was able to send them a copy.” comment from A&E academic about the Assignment tool

21. Views from colleagues - 3 • “It was very easy to use and made the marking period faster. It was also a neat and professional way to deliver marked papers. Later it was easy to access the graded paper and the process of double-marking was very quick and convenient. The best part was that we all could mark our work at home or other places, because the program is available online. It's a wonderful timesaver.” comment from A&E academic about the TurnItIn tool • “Online submission has relieved the student office of considerable work. Distribution to tutors for marking is all done electronically and so tracking individual pieces of assessment is easier. Student coursework is now stored electronically (this may seem a minor point but means I do not have boxes and boxes of lab reports cluttering up my office)” comment from HSSC academic about the TurnItIn tool

22. Views from colleagues - 4 • Induct students first before implemented new idea, allow them to appreciate and understand expectations first before implementing new technologies. • To avoid need for printing consider short submissions via this tool or re-design of coursework to include use of the assessment tool • Often and brief is better than long and seldom • Download all submissions as soon as the deadline has passed. • In the answers to questions, include resources/readings/websites for participants to access to brush up on topics they didn't know or were unsure of. • Get students to generate quiz questions as a review exercise.

23. SWOT analysis • With reference to the aims of the e-assessment project what do you see as the strengths, weaknesses, opportunities and threats/risks in relation to • The Schools • Departments and • Student support roles

24. Staff development & support needs • How do you want to be supported? • Per school, dept, mod cluster, etc? • Per role? • Other?

25. Thank you! Kyriaki Anagnostopoulou Head of Research, Innovation and Educational Technology Caroline Reid Head of Learning and Teaching Steve Chilton Educational Development Team Manager Agi Ryder Senior Research Fellow Alex Chapman e-Learning Support Team Manager