Izmir flipping 2018
This talk will introduce two different approaches to address the complex relationship between learning outcomes, assessment and the feedback that facilitates both student performance and satisfaction. The first of these is a flipped lecture approaching a final year plant biology module. The initial (authentic) context was set out in a national strategy (1). Students were required to indicate which areas they deemed the most important. Responses were submitted online and class data was ranked to form the basis of the subsequent teaching sessions. For each student-determined sub-topic, session were held with varied delivery including group work, journal clubs, seminars and clicker quizzes. Students worked in groups, often in the virtual environment, to prepare for each flipped session. In parallel, students drafted, refined, and approved an exam question, which formed part of the final module examination. Student feedback was generally good but some students preferred the conventional approach. From this experience it is clear that facilitation of flipped teaching requires transparency, preparation and the need to be reactive. The second approach used formative assessment in a digital environment to deliver feedforward in a first year module. A weekly series of short answer questions similar to the exam were provided. Students answered the question and then ranked those of their peers using the online NoMoreMarking tool. The top answer was annotated and returned to them. This provided revision, reflection, evaluation and feedback in an efficient way for both staff and students.
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Izmir flipping 2018
- 1. • Flipping can be authentic and inclusive • Students do not engage with formative assessment • Analytics can help monitor student engagement Lecture Flipping and the Digital Environment
- 2. Why are we doing what we are doing? @DrJPritchard School of Biosciences Teaching
- 3. Why are we doing what we are doing? @DrJPritchard School of Biosciences AssessmentTeaching
- 4. Why are we doing what we are doing? @DrJPritchard School of Biosciences AssessmentTeachingLOs
- 5. Why are we doing what we are doing? @DrJPritchard School of Biosciences AssessmentTeachingLOs Do they match?
- 6. @DrJPritchard School of Biosciences Module delivery Unseen Exam Real world ? Exams (assessments) must match LOs
- 7. @DrJPritchard School of Biosciences Module Stuff Unseen Exam Real world ? Context Seen question Exams (assessments) must match LOs
- 8. UPKSF report Flipped session main issues Which topic next? Seen exam Question Develop seen exam question Pod cast /Review delivery Flipped session Structure of flipped delivery @DrJPritchard School of Biosciences
- 9. @DrJPritchard School of Biosciences
- 10. @DrJPritchard School of Biosciences Session 1: pest and diseases •Group work on the VLE summarising main points of sub-topics •Plenary presentation, formative MCQs Session 2: Drought •Group Journal club Session 3: Elevated CO2 •Visiting lecturers/seminar. Discussion and BiFoR context Session 4: Temperature •Short lecture. Main points of 3 papers posted in advance discussed Session 5: Summary •ResponseWare MCQs (knowledge) The flipped sessions
- 11. @DrJPritchard School of Biosciences Google docs: developing a seen question Each student writes a question Student groups choose ‘best’ Class chooses overall ‘best’ Best question on Google Docs Students continually edit I finalise final seen question
- 12. @DrJPritchard School of Biosciences Google docs: developing a seen question
- 13. @DrJPritchard School of Biosciences Google docs: developing a seen question
- 14. @DrJPritchard School of Biosciences Google docs: developing a seen question
- 15. @DrJPritchard School of Biosciences Skills: Exam skills & guided independent work CA Info Referen ce? • Problem solving • Writing concisely • Structuring reports • Presenting • Critically analysing • Synthesising
- 16. Good stuff @DrJPritchard School of Biosciences
- 17. Bad stuff @DrJPritchard School of Biosciences Independent study should be our choice as students and it should not be forced on us.
- 18. @DrJPritchard School of Biosciences
- 19. Conclusions 1. Assessment 2. Transparency 3. Preparation 4. Reactive 5. Structured @DrJPritchard School of Biosciences
- 20. Independent study Online Formative Feedback @DrJPritchard School of Biosciences AssessmentTeachingLOs Feedback
- 21. @DrJPritchard School of Biosciences
- 22. Bio145 2017/18
- 23. 0 5 10 15 20 25 30 35 40 0 1 2 3 4 5 6 7 8 9 Numberofstudents Number of assessments attempted Students don’t engage with summative feedbackBio145 2017/18 1 2 3 4 5 6 7 8 9 Week of course Submission of summative assessment
- 24. 0 25 50 75 100 0 200 400 600 0 25 50 75 100 0 500 1000 1500 0 25 50 75 100 0 500 1000 1500 0 25 50 75 100 0 500 1000 1500 Canvas page views 2013/14 2014/15 2015/16 2016/17 2017/18 0 25 50 75 100 0 1000 2000 3000 Bio171 No differences year on year VLE usage does not improve student performance
- 25. Bio171 2015-16 0 5000 10000 15000 12/27/2015 1/27/2016 2/27/2016 3/27/2016 4/27/2016 5/27/2016 6/27/2016 #CanvasPageViews Students use Online resources mainly for revision
- 26. Bio171 2016-17 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 0 200 400 600 800 1000 1200 1400 1600 Finalexammark(%) Page views Big scatter of data Online provision generates data for analytics
- 27. Bio171 2016-17 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 0 200 400 600 800 1000 1200 1400 1600 Finalexammark(%) Page views Analytics - identifying different students behaviours
- 28. Bio171 2016-17 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 0 200 400 600 800 1000 1200 1400 1600 Finalexammark(%) Page views High engagement Low performing Low engagement High performing High engagement High performing Low engagement Low performing Analytics - identifying different students behaviours
- 29. “I really did like having the SAQs however towards the end I didn't do them as I had to spend the time revising for my exams” Student focus is dominated by summative assessments elsewhere
- 30. • Flipping can be authentic and inclusive • Students do not engage with formative assessment • Analytics can help monitor student engagement Summary
Notes de l'éditeur
- Students don’t engage with summative assessment
- Students don’t engage with summative assessment
- No difference year on year
- Students use Canvas mainly for revision