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ALDinHE 2017 Wed 2pm

Using exemplars to develop assessment literacy

Jeremy Schildt

University of East Anglia  Learning Enhancement Team

Textbook: Assessment Standards Knowledge exchange,  for information on assessment literacy.

Trying to support students to become autonomous independent learners, training their skills to assess others’ work.  This project of using videos on VLE of student exemplars

can be achieved in a number of ways:

slow and unhurried space

research has shown examples of students’ work can make criteria transparent

opportunities for dialog

can help with autonomy IF you can transfer insights from assessing others’ work into your own work


patchy examples Ss

no expertise around approaching Tchs

skepticism Tchs

risks of spoon feeding and plagiarism Tchs

consent /information compliance – time consuming but if given out to start with it generates a number of examples to choose from marginal to good passes, no fails  Ss/Tchs

managing queries of passing criteria Ss


What did they do? (photo)

delivery and evaluation

Paragraphs (not whole texts) are put up on line with questions to encourage discussion in the workshops/sessions to show students what is coming.

In the workshop, they asked questions about assessments.  Multiple Choice about agreement – voting anonymous in a workshop in real time.He used clickers but LS could use Moodle poll, or Socrative, Kahoot etc

e.g about preparation of assignment, understanding of criteria

Putting data into workshop sessions prompted deep conversations about learning- voting needed to be addressed e.g. 12% confidence.  Students sometimes felt they were given conflicted advice, unsure of what needed to be included, genre models.

Other discussions generated were triggered by the MC questions. Marking schedules, ways of interpreting the questions etc.

Other polls were also done during the workshop to assess students’ understanding.

Video containing tutor commentary on exemplars released on VLE.  Tchs used highlighting and annotation, commented on language structure, style, compared examples, different ways of approaching the assessment task, & encouraged next steps in preparation.

Camtasia was used for videos and maximum of 10 minutes.  Sometimes 2-3 minutes if just introduction or conclusion.

49 Students did access 345x (about +90%) – but an outlier 35x ! – but half of cohort had 2-3x views in 10 days leading up to deadline.

Worked best when videos were released within 24 hours after workshop and preferably at the end of the workshop the link on the VLE was shown.



Post workshop evaluation supported the movement of discussion into workshop.

There is an initial investment in time but collaboration with colleagues cut down work load leading up to video.

Discussion around data from MC is now included in workshops. There was a big value in making problems transparent – often outside of module and assignment, so a broader approach worked.

There are opportunities for Learning Developers to drive L&Tch enhancement through meeting student needs in assessments.

There is no conclusive evidence yet that this approach works but students feedback was positive and engagement was high gathered from specific answers to questions regarding how useful the videos were, what did they learn.








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