Assessment Strategy Submission April 2017

1.0 Personal Assessment & Teaching Principles

As Mentioned in my personal teaching statement the following are important learning

principles and practices that I endeavour to implement in all aspects of my teaching

1) to foster critical thinking so that students may become effective IT Professionals,

2) to promote clarity of course content & learning objectives,

3) to encourage application of module learning to a live business scenario by the development

of projects

4) To encourage the use of Technology Enhanced Learning in all aspects of my teaching,

assessment to improve student engagement and productivity.

2.0 : Assessment Tools & Methods - An OUTLINE of Teaching & learning tools
within the STEM sector

I currently use numerous formative and continuous assessment methods across the many
modules that I teach . Project work & rubrics are an effective e learning assesssment strategy
for ICT related courses that I use as a method for assessment on modules I lecture on
alongside formal exams, online quizs , reflective learning tools etc .. I will give some
examples of effective tools that I have used as part of my reflective learning for this e-
portfolio assessment I reviewed and summarised the assessment strategies and methods used
for Year 4 BSC in Computing & Digital Media providing extensive Rubric feedback to
encourage deeper learning

Some examples of tools that I have developed to be used in the teaching & learning of
computer students at GMIT for our BSC in Computing & Digital Media Students are

- Flipped Classroom

- Online Learning / reflective learning Tool (blog)*

- Screencasts

- Collaboration Tools Yammer etc *

- MCQ Moodle quiz

- Extensive use of Rubrics for Project work *

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 * will discuss these 2 in more detail in next section

Student engagement is now understood to be a two-way process. While students are

ultimately responsible for their own learning and level of engagement, student engagement is
also dependent on institutional conditions, policies, and culture that enable and encourage
students to get further involved. The concept of student engagement refers to student
involvement in decision-making processes in higher education institutions in relation to
management, quality assurance, and teaching and learning. It has been defined as:

The investment of time, effort and other relevant resources by both students and their
institutions intended to optimise the student experience and enhance the learning
outcomes and development of students, and the performance and reputation of the
institution. (3)

In the early 1990s, Ernest Boyer (4) argued that as higher education institutions changed and
grew, in many ways for the better (becoming more two-way communication), there was a
danger that they would cease to be a community at all. He developed seven principles by
which he felt an academic community should model itself.

It should be:

Educationally purposeful a place where faculty and students share academic goals and
strengthen teaching and learning on campus.

Open a place where free speech is protected and civility powerfully affirmed.

Just a place where the sacredness of each person is honoured and where diversity is
aggressively pursued.

Disciplined a place where individuals accept their obligations to the group and where well
defined governance procedure guide behaviour for the common good.

Caring a place where the wellbeing of each member is sensitively supported and where
service to others is encouraged.

Celebrative a place where the heritage of the institution is remembered and where rituals
affirming tradition and change are shared.(4)

2,1 Application of above research to Teaching & Learning Learning Tools

I concur strongly with the above stated principles (Boyer 3) & will later apply each of these
to my proposed Teaching & Learning proposed tools .

2.2 Enhancing The Student Experience Using Technology

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Students who are viewed, and view themselves, as members of an academic community gain,
not only rights, but also responsibilities to that institution. It is believed that a partnership
approach allows both the student, and their institution, to reach their full potential.(5) Dunne
and Zandstra have observed that the more collaborative the relationship between student and
teacher, or the student and the broader institution, the greater the knowledge and expertise
that will be developed by both parties.(6) Fielding has proposed a system of radical
collegiality, whereby there is a shared awareness that both parties can be both teachers and
learners.

2.3 Active Learning & the importance of engaging first years

Williams (2001) identified seven topic areas influencing student retention in higher
education: academic preparedness; the academic experience (teaching, learning and
assessment); institutional expectations and commitment; academic and social match; finance
and employment; family support and commitments; and institutional support services. Yorke
et. al (2004) argues that retention can depend on the students perception of Student
Engagement and Experience . ( 7)

As outlined by C Ginty , Active learning plays an important role in teaching practice in

higher education. This is very relevant for my proposed technology tool as this supports my
belief that technology enhancing active tools play an important role in education

According to Seel (2011), active learning is any class activity that involves students in doing
things and thinking about the things they are doing. MacVaugh and Norton (2012) offer a
similar view, describing active learning practice as focusing on a variety of tools that
cognitively engage learners to explore ideas and reflect on their learning

2.4 Enhancing of the first year learning experience using a TEL Tool

In computing sector traditional year 1 is difficult to retain students. To engage students and
enhance their learning experience, each module will include a technology enhanced SCL tool
to promote learning & teaching and enhancing the overall first year experience of the first
year computing students. As lecturers /course coordinators on the module my partner Gemma
and I are using a 3 phase approach, this year 2 modules and expand to other modules over
next 2 years

Other student engagement writers such as Pascarella and Terenzini (2005) echo these
findings. They conclude, after reviewing thirty years of literature, that multiple forces operate
in multiple settings to influence student engagement, learning and persistence. They
conclude: . . . the impact of college is largely determined by individual effort and

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involvement in the academic, interpersonal, and extracurricular offerings on campus. This is
not to say that an individual campuss ethos, policies, and programs are unimportant. Quite
the contrary. But it is important to focus on the way in which an institution can shape its
academic, interpersonal, and extracurricular offerings to encourage student engagement.
(Pascarella and Terenzini 2005, p.602)

2,5 Student Engagement & Retention Technology Enhanced Learning

In preparing the proposed SCL technology tool, I based my design on the principles and
knowledge acquired from Liz Thomas in Building student engagement and belonging in
Higher Education at a time of change: final report from the What Works? Student Retention
& Success programme - Final Report ( L Thomas 2012) (8)

Based on this report , I derived my thinking & tool development strategy from Technology
enhanced feedback approachs -what works and why ? Lisa O Regan and Morag Munro

I found the findings about technology enhanced assessment interesting and concur with
Feedback is one of the most powerful influences on learning and achievement (Hattie and
Timperley 2007: 81).

I believe that Carless thinking as outlined below is very Relevant to my technology enhanced
learning toolkit:

Our work as educators is sustainable when students have learnt with us, and are able to
continue learning without us Carless (2013: 113)

In summary, a convincing case for Technology Enhanced Tools can be made that the
responsibility for shaping the student experience lies with the lecturers approach to
curriculum development and the students motivation to learn. All these factors impact the
level of student engagement achieved.

Fig 2 Implementation plan for Technology Learning Tool A Reflective Blog as

assessment Tool / reflective learning tool

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Bovill and Jenkins
2.6 Description of Reflective Blog as an ASSESSMENT Tool

Proposal Construction of a professional multimedia web based resource to Use a

professional blog entitled Cloud Software Blog to share links , media, updates and
applications with the group and to support continuous learning they can always access link
after the module is completed. This blog will include : - links to relevant sites and documents

- Links to Screencasts

- Links to HEANET recordings of relevant classes

- Podcasts

- Instructional texts

- Twitter Feed

Blog can be accessed at http://cosgrovegmit.blogspot.ie/

2.7 Learning Outcomes for E-Learning Blog

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The learning outcomes for the above digital resource for the learner as , as follows

- To ensure that the learner understands the core concepts of social computing in the
modern sense

- To provide additional learning material for the learner to enhance the understanding
and perception of the relevant topics

- To enhance retention through an instructional design process

- To allow the use to easily access, and contribute feedback towards a live additional
learning resource

I propose to use the above Cloud Software Blog as a full learning resource for 2016/17 ,
where I intend to update it on a weekly basis , based on my research for this assignment and
the positive feedback I have received for the periodic posts to date for the blog.

I envisage that this technology enhanced learning will pave the way for the new era of
education, particularly in The STEM sector.

SECTION 3 CASE STUDY & SAMPLE ASSESSMENTS & RUBRIC ASSESSMENT

STRTATEGY FOR PROJECT WORK ON BSC IN COMPUTING & DIGITAL
MEDIA

This section gives samples of assessment Method used on the following module
incorporating my personal learning principles above.

3.1 Assessment Strategy Case Study for :

BSC in Computing & Digital Media, Year 4 Level 8

Module : Final Year Group Project 15 credits

Description: Students are required to produce a web development project / app / promotional
video/business plan to a professional standard ( samples of work can be seen in my e-
portfolio)

Objective of Assessment & Feedback Strategy : To ensure Clarity of Learning Outcomes,

quality feedback for each assessment element & higher standard projects through the
improved assessment method.

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 - A Detailed e-book was provided to all students outlining clearly ALL assessment
dates & associated rubrics

Appendix 4.2.1 Handbook provided to the students

- All students collaborated using a shared online space with their supervisor / shared
documents enhanced overall learning objectives, increased group cohesiveness and
allowed to eliminate the traditional problems of project work cant meet up ,
couldnt contact person etc

Appendix 4.2.1 Sample Yammer group collaboration space

Appendix 4.2.2 Reflective Learning Practice Weekly diary

Each student had to upload a weekly work diary outlining work to date & any problems
encountered allowed relective learning practices to take place and the allocation of
additional marks to those group members who contributed more

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Appendix 4.2.3 Sample Rubric

5.0 Additional Effective Strategy Methods I have used

An effective tool that I find very beneficial is my online blog. As learners practice new
behaviour , in this case using the resources provided by the Cloud Software Blog , digital
resource- it is important to provide specific and immediate feedback of their performance.
Students will be allowed give feedback directly on the blog and also through the private
wikispace for the module it will be envisaged that any improvements or recommendations
given by the students will be discussed and used to improve the blog as a learning tool it is
envisaged that this tool will evolve and improve based on student feedback .

Learning, in my opinion is greatly enhanced by technology the

e Substitution Augmentation Modification Redefinition SAMR Model offers a method of
seeing how computer technology might impact teaching and learning. It also shows a
progression that adopters of educational technology often follow as they progress through
teaching and learning with technology.

I believe that Technology Enhanced learning supported by my blog supports the R

redefinition of learning changing the manner in which the learner accesses and uses
information. Eg traditionally an instructor led session showed a learner how to carry out an
activity using a redefined method of learning eg screencast ( shared via blog) , allows a
different media for learning

The Development of the Cloud Software Blog supports STUDENT CENTRED LEARNING
via The ADDIE model , which is the generic process traditionally used by instructional
designers and training developers. This process supports the studies of enhanced student
engagement- The five phases of learning

Analysis, Design, Development, Implementation, and Evaluation

The above steps can be applied when developing an online resource such as Cloud Software
Blog as follows:

- Analysis of the additional learning material required

- Design of an interactive blog that will support numerous types of media

- Development & implementation this process was not a difficult process as I used
BLOGGER, which allows the user quick and easy set-up of the additional resources.
The most time consuming is the preparation of podcasts, screencasts etc

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 - Evaluation the Blog will be continuously evaluated by the learners feedback

ADDIE represent a dynamic, flexible guideline for building effective training and
performance support tools. It is an Instructional Systems Design (ISD) model. Most of the
current instructional design models are spin-offs or variations of the ADDIE model;

The Cloud Software Blog reiterates the Redefinition of the SAMR model where a
shared online blog is a new technology and SCL tool to enhance the group learning,
sharing of files and idea , and ultimately the overall learning process.

The SCL tool - blog also supports the ADDI principle , along with Kolbs theory of
Experiential learning

Summary

As I have outlined in the above, I believe strategic planning and thinking around a modules
assessment strategy is one of the core elements in successful course development, The
assessment strategy must be the most suitable for the module being examined from Written
Exam to MCQ to Project Work successful assessment planning in design is the ultimate
cornerstone of student led learning and enhanced student engagement. I will continue to
explore new ways of assessing students and feel courses such as this one allows me to further
develop my teaching practices and learn from experts and colleagues.

REFERENCES

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APPENDIX

(1a) Chap 9.2 p 58 Student Centred Learning Toolkit ESU

(1b) Bologna Handbook website http;www.bologna-handbook.com

1 P. Freire, Pedagogy of the Oppressed (1972 [London, Penguin, 1996]), p.66.

2 V. Trowler and P. Trowler, Student engagement toolkit for leaders (Leadership foundation
for higher education and Higher Education Research and Evaluation, 2011).

3 ESU, Students as Partners, Quest for quality for students, http://quest.esu-

online.org/Students+as+partners accessed 10 Dec. 2015.

4 E. Boyer, Foreword, in The Carnegie Foundation for the Advancement of Teaching,

Campus Life: In Search of Community, (Princeton, New Jersey; 1990)

5. R. Wenstone, Foreword In QAA and NUS, Understanding the barriers to student

engagement: information and good practice for higher education institutions and students on
the barriers to engaging students in their learning experience (London, NUS, 2012).

6.Elisabeth Dunne and Roos Zandstra, Students as change agents: new ways of engaging
with learning and teaching in Higher education (Bristol: ESCalate, 2011), p. 4.

(7) Student Engagement and Experience Journal Volume #, Issue # ISSN (online) 2047-9476
DOI Supporting the first year experience in Higher Education in Ireland: Impact on Student
Engagement, Teaching Practice and Institutional Policy. Carina Ginty (Galway-Mayo
Institute of Technology)1

(8) Building student engagement and belonging in Higher Education at a time of change:
final report from the What Works? Student Retention & Success programme - Final Report (
L Thomas 2012) (8)

11)Prof healy Defining and Supporting the Scholarship of Teaching and Learning: A
literature review2014

(12) Linda Leach & Nick Zepke (2011): Engaging students in learning: a review of a
conceptual organiser, Higher Education Research & Development, 30:2, 193-204

13. Linda Leach (2016): Exploring discipline differences in student engagement in one
institution, Higher Education Research & Development, DOI:
10.1080/07294360.2015.1137875

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 OFarrell, C. (2006) Enhancing Student Learning through Assessment, A Toolkit
Approach. [Online]. Dublin: Dublin Institute of Technology,

Linda Leach & Nick Zepke (2011): Engaging students in learning: a review of a
conceptual organiser, Higher Education Research & Development, 30:2, 193-204

Weblinks

Books : Learning with Blogs and Wikis - Bill Ferriter 2009

The Book Whisperer blog D Miller 2012

http://www.learning-theories.com/ Learning Theories - KOLB

http://www.nwlink.com/~donclark/hrd/history/history2.html History of Learning Theories

http://www.learning-theories.com/experiential-learning-kolb.html Experientiall Learning

https://www.youtube.com/watch?
v=JZdv5lrJs4U&list=PLC78F2E5397006E60&feature=view_all

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Addie Model

https://www.youtube.com/watch?v=MpIOClX1jPE

Social Media Plain English

Gagne's Nine Events of Instruction: An Introduction by Kevin Kruse

Seel, N. M. (2011) Encyclopedia of the Sciences of Learning. Springer.

Pike, G. R. and G. D. Kuh (2005) "First and Second-Generation College Students: A

Comparison of Their Engagement and Intellectual Development." The Journal of Higher
Education 76(3): 276-300

APPENDIX - ****** USE SCL HANDOUT FOR EXAMPLE

SAMPLE OF ASSESSMENT DOC FEEDBACK SOCRATIVE

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