{"id":176,"date":"2016-07-04T13:55:11","date_gmt":"2016-07-04T12:55:11","guid":{"rendered":"http:\/\/blogs.bath.ac.uk\/fedstaff\/?p=176"},"modified":"2016-09-30T11:33:25","modified_gmt":"2016-09-30T10:33:25","slug":"tel-event-2-summary","status":"publish","type":"post","link":"https:\/\/blogs.bath.ac.uk\/fedstaff\/2016\/07\/04\/tel-event-2-summary\/","title":{"rendered":"TEL Event #2 Summary"},"content":{"rendered":"<h1>Focus on Assessment &amp; Feedback<\/h1>\n<p>This event enabled teaching staff to share an example of how they\u2019ve used technology to enhance assessment and feedback activities.\u00a0 We recorded this to share with everyone and here we offer a brief summary. (The final presentation by Philip wasn\u2019t recorded as the session overran our lecture capture booking slot \u2013 there\u2019s a lesson for the future! However, we\u2019ve added a link to Philip\u2019s slides so you can see what was covered.)<\/p>\n<table style=\"border: 0px\">\n<tbody>\n<tr>\n<td><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-178\" src=\"http:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_10681_cc-150x150.png\" alt=\"noun_10681_cc\" width=\"30\" height=\"30\" srcset=\"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_10681_cc-150x150.png 150w, https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_10681_cc-300x300.png 300w, https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_10681_cc-125x125.png 125w, https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_10681_cc.png 700w\" sizes=\"auto, (max-width: 30px) 100vw, 30px\" \/><\/td>\n<td><a href=\"https:\/\/uniofbath.cloud.panopto.eu\/Panopto\/Pages\/Viewer.aspx?id=25133b7e-da40-4b7e-8d79-bfcf0f52291c\" target=\"_blank\">Tel Event #2 Recording<\/a><\/td>\n<\/tr>\n<tr>\n<td><img loading=\"lazy\" decoding=\"async\" class=\"aligncenter wp-image-180\" src=\"http:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_345939_cc-150x150.png\" alt=\"noun_345939_cc\" width=\"30\" height=\"30\" srcset=\"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_345939_cc-150x150.png 150w, https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_345939_cc-300x300.png 300w, https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_345939_cc-125x125.png 125w, https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/noun_345939_cc.png 700w\" sizes=\"auto, (max-width: 30px) 100vw, 30px\" \/><\/td>\n<td><a href=\"http:\/\/blogs.bath.ac.uk\/fedstaff\/wp-content\/uploads\/sites\/109\/2016\/07\/Using-Moodle-for-FYP-marking-for-distribution.pdf\" target=\"_blank\">Using Moodle for FYP marking - for distribution<\/a> (Philip's slides)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3 style=\"border-bottom: 1px solid #1E73BE\">Presentation 1<\/h3>\n<p>Sabina Gheduzzi (Mechanical Engineering) explained how she came to use rubrics for assignments in Moodle.\u00a0 The rubric enabled students to see the criteria by which they would be assessed but it also allowed Sabrina to mark work more swiftly.\u00a0 The rubric also provides students with consistent feedback that can be supplemented by Sabrina\u2019s comments and as a result she has seen fewer issues with students questioning their marks. Student evaluation data has also demonstrated an increase in satisfaction from students when rubrics are used.\u00a0 The students like it!<\/p>\n<p>Find out more about Moodle rubrics: <a href=\"https:\/\/docs.moodle.org\/30\/en\/Rubrics\" target=\"_blank\">https:\/\/docs.moodle.org\/30\/en\/Rubrics<\/a><\/p>\n<p>In discussion, after Sabrina\u2019s presentation, there were questions related to suitability of rubrics when:<\/p>\n<ul>\n<li>Assessment is based on creative tasks where the rubric may be interpreted too rigidly by students<\/li>\n<li>When there are very large class sizes<\/li>\n<\/ul>\n<p>Sabrina explained that in the context of this unit, rubrics enabled her to effectively address a specific issue raised by students in their unit feedback.<\/p>\n<h3 style=\"border-bottom: 1px solid #1E73BE\">Presentation 2<\/h3>\n<p>Tim Ibell (Architecture &amp; Civil Engineering) explained how he used a Moodle database to provide a peer assessment experience for a large first year Undergraduate co-hort.\u00a0 The database was set up with help from the Faculty Learning Technologists and used in the classroom by students accessing Moodle from their mobile devices (i.e. through BYOD \u2013 bring your own device).\u00a0 Students were able to see feedback for their group presentations and receive a score \u2013 which was moderated by Tim before being displayed to the groups.\u00a0\u00a0 This exercise was part of a planned move to a flipped classroom approach with reduced summative assessment and more time spent problem solving with students.<\/p>\n<p>Find out more about Moodle database activity: <a href=\"https:\/\/docs.moodle.org\/30\/en\/Using_Database\" target=\"_blank\">https:\/\/docs.moodle.org\/30\/en\/Using_Database<\/a><\/p>\n<p>Questions raised following Tim\u2019s presentation related to the suitability of peer assessment when:<\/p>\n<ul>\n<li>Such peer assessment is included in courses which are accredited - would such activities be allowed?<\/li>\n<li>Students may turn up without a suitable mobile device (or with insufficient battery power) \u2013 was there a contingency plan in place?<\/li>\n<\/ul>\n<h3 style=\"border-bottom: 1px solid #1E73BE\">Presentation 3<\/h3>\n<p>Philip Shields (Electronic &amp; Electrical Engineering) explained how he used the Moodle database to keep track of final year student projects and in particular to provide a double blind marking process which couldn\u2019t be achieved easily in other Moodle tools.\u00a0 Working with a Faculty Learning Technologist and the eLearning team Systems Developer (for some JavaScript expertise), Philip was able to create a database that allowed people in specific roles (e.g. second or third marker) to only view the information they needed.\u00a0 This was done by creating tabs in the templates which only displayed if the person logged in matched a specific role.<\/p>\n<p>Find out more about Moodle database templates: <a href=\"https:\/\/docs.moodle.org\/30\/en\/Database_templates\" target=\"_blank\">https:\/\/docs.moodle.org\/30\/en\/Database_templates<\/a><\/p>\n<p>In discussion after Philip\u2019s presentation, Sabina pointed out that she was able to take a copy of Philip\u2019s database and adapt it for her own programme.\u00a0 This is done by sharing the database via a Preset option available in Moodle.<\/p>\n<p>Thank you to our three presenters for sharing their experiences.<\/p>\n<p>We hope those attending found it useful and if you have any feedback please contact us at <a href=\"mailto:fed-tel@bath.ac.uk\" target=\"_blank\">fed-tel@bath.ac.uk<\/a><\/p>\n<p>We would particularly like suggestions for the next TEL event - what should the focus be?<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Focus on Assessment &amp; Feedback This event enabled teaching staff to share an example of how they\u2019ve used technology to enhance assessment and feedback activities.\u00a0 We recorded this to share with everyone and here we offer a brief summary. (The...<\/p>\n","protected":false},"author":496,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[47,96],"tags":[50],"class_list":["post-176","post","type-post","status-publish","format-standard","hentry","category-faculty-of-engineering-design-staff-event","category-technology-enhanced-learning","tag-technology-enhanced-learning"],"acf":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/posts\/176","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/users\/496"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/comments?post=176"}],"version-history":[{"count":0,"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/posts\/176\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/media?parent=176"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/categories?post=176"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bath.ac.uk\/fedstaff\/wp-json\/wp\/v2\/tags?post=176"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}