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eLC Event: Assessment and Feedback - 23 January 2014
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16 January 2014
The January eLC event focuses on Assessment and Feedback, with a particular emphasis on work being carried out in different Faculties on the use of iCMAs. There is also an interesting presentation on the formative benefits of students providing feedback on their tutors’ feedback.
CHANGE OF SCHEDULE
Due to the two hour stoppage from 11:00 to 13:00 this Thursday 23 January, organised by UCU as part of ongoing industrial action, the eLC event on Assessment and Feedback will be cut short. Please note the different location from usual.
Date: 23 January 2014
Location: Jennie Lee Building Meeting Room 1 Ground Floor
- 09:45 - Tea/Coffee
- 10:00 – 10:30 Feedback on Feedback (Maria Fernández-Toro & Concha Furnborough)
- 10:30 – 11:00 iCMAs: Student engagement and the role of the tutor (Frances Chetwynd and Chris Dobbyn)
- CANCELLED: 11:20 – 11:40 Future plans on iCMAs: Formative iCMAs in Languages (Anna Comas-Quinn et al.) and iCMAs in Accounting (Jane Hughes and Ruslan Ramaneau)
This event will be recorded and can be viewed shortly after the session via Stadium. If you plan to attend, have any queries or wish to suggest a future event, please email firstname.lastname@example.org. Details of future eLC events will be made available nearer each session and can also be found along with details of previous events, slides, notes and/or recordings on Cloudworks and the Knowledge Network.
Feedback on feedback
María Fernández-Toro and Concha Furnborough, Department of Languages, FELS
This presentation will showcase some of the findings from a JISC funded research project (The e-Feedback Evaluation Project (eFeP) | Project blog and website) which evaluated the feedback given to students on their language assignments through the eTMA system. In order to evaluate student engagement with their tutor’s feedback, the project team developed a method in which students made screencast recordings (using Jing) as they talked through the feedback given by their tutors on one of their assignments. In other words they gave ‘feedback on feedback’. Their responses were compared with our own analysis of the original tutor feedback. In this session we shall discuss the formative benefits of this activity both for tutors and students engaged in the double feedback process. Since the method was originally designed for data collection purposes, we shall also present a follow up study which is now under way to test its potential in real teaching situations.
iCMAs: Student engagement and the role of the tutor
Frances Chetwynd and Chris Dobbyn, MCT
In this talk we will present the findings of a 1 year HEA-funded project to investigate the significance students place on iCMAs, and how they engage with them in practice. Around 10% of a TU100 student cohort were surveyed to establish why they chose particular strategies and what they liked or disliked about iCMAs. Whole cohort (2500) analysis was conducted on the VLE statistics on iCMA completion, recorded over the full presentation. Following on from this, and with iCMAs increasingly being introduced on modules as a substitute for one TMA, we will ask how tutors can use iCMAs in their tuition strategy, as a point of engagement with their students.
CANCELLED: Future plans – Scholarship of Assessment projects
iCMAs for formative assessment in beginners’ languages modules
Anna Comas-Quinn, Qian Kan, Uschi Stickler, Tim Jilg and Anna Proudfoot, Department of Languages, FELS
The implementation of iCMAs at the Department of Languages offers an excellent opportunity to carry out a large-scale evaluation of how iCMAs impact students’ learning, particularly in relation to motivation, engagement, retention and attainment. The results of this project will inform practice to help us improve the students’ experience of using iCMAs, and facilitate the further embedding of iCMAs into language teaching and learning.
CANCELLED: iCMAs in accounting
Jane Hughes and Ruslan Ramanau, FBL
The focus of the project is online summative assessment in two undergraduate accounting modules (B291 Financial Accounting and B292 Management Accounting).
The aims of the project are:
- to explore the type of assessment that might benefit open access students, studying a technical discipline;
- to assess how well iCMAs assess accounting ability on a Level 2 module;
- to assess the possibility of using online summative assessment further, in order to support open access students in the regulatory aspect of their studies;
- to identify trends in student achievement for different categories of students.
If you would like to attend, please e-mail email@example.com