A JISC view: The changing face of assessment and feedback using TEL

#OCTEL - WEEK 4 Webinar

Another good webinar from the ocTEL MOOC, Week 4, with Lisa Gray from JISC. Much of what Lisa spoke about was also link to related resources, so I will aim to refer to several of these resources within this post, plus seek out some that weren't directly given. (After-all, it might help me with brevity...) As usual, the recording is available via YouTube, and the slides are also available via SlideShare.

A valuable JISC website, The Design Studio, is where a number of the resources referred to are housed. Additionally, Lisa referred to 'the full story' of this webinar being available via a program report, and a project site.

The table below provides a snippet of information from the webinar, as aligned to the JISC briefing papers.

Assessment / feedback: Sub-topic	Some tips from webinar	Resources: JISC briefing papers
Feedback and feed forward	'Assessment of' c/to 'assessment for' Mix required to increase performance Types of tools allow for: ·       students to act on feedback prior to developing next work ·       analyse and audit feedback ·       create conditions for staff:student dialogue	Feedback and feed forward: using technology to support learner longitudinal development
Promoting employability (and peer review)	Major importance to students Many assessments don’t develop employability Some assessment criteria so well written - not realistic to briefs given in workplace (part of assessment could be to analyse the brief) Peer review is a ‘success story’: ·      increase evaluation skills via self-assessment and peer review ·      need to understand connections between PR - application to the workplace ·      can be supported by tools, e.g.  ‘PeerWise’	Enhancing student employability through technology supported assessment and feedback
eMarking	Can provide benefits: ·       effective and efficient ·       convenient student access to upload assessments (to midnight; no printing); retrieve feedback ·       lots like bubble comments in  ‘GradeMark’ ·      use feedback to help with next work. Need balance in eMarking: ·       educators ready to use ·       students want as an entitlement Next steps - EMA study (gather examples;  identify challenge; evidence of benefits; interim guidance; recommendations).	Electronic assessment management (EMA)
Technology aligned to assessment principles	Need to manage change to apply principles to practice Before selecting technology/tool, establish: ·       vision for feedback ·       pedagogical change required. Some changes to tech may take longer to start with; benefits later.	Changing assessment and feedback practice with the help of technology

Many of the excellent models presented by Lisa, and the examples across a range of universities, can be found in the JISC report:

Supporting assessment and feedback practice with technology: from tinkering to transformation Final synthesis report for the Jisc Assessment and Feedback programme by Dr Gill Ferrell October 2013