Classroom-based Assessment: a

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Nov 24, 2013 (3 years and 6 months ago)

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Classroom
-
based Assessment: a
report
-
back on the use of the
Mobile Presentation Grading and
Feedback Tool

Peter Chalk, Dr Yanguo Jing (FoC), Fraser
Hardy and Nandamuri Chaitanya (FoC
MSc students)

London Met L&T
Conf

10/7/12

Jenny Moon
-

Assessing Oral
Presentations


“One of the features of an oral presentation is that it
does not leave a record
. Unless the presentation is
recorded, there is no chance for discussion of a
disputed mark. For this reason, the
assessment
procedure must be simple
so that the assessor can
use it easily and fairly
from the beginning. This in
turn implies that the assessment should operate on
the basis of very few assessment criteria


in effect
those that the assessor
can hold in mind during the
presentation
.” (Moon, undated, our emphasis)

Grading presentations


criteria?


Was there a useful introduction?


Logical structure?


Evidence given? Discussed?


Was there a conclusion? (Main points restated?
Yes/No?)


Rapport and eye contact?


Use of cue sheets/cards?


Sensitive handling of Q&A?


Comments:


Solution (presented last year): A mobile app


Presentation Grading and Feedback Tool (PGFT)



Almost all students in the class room have a
mobile device. How can we use this technology to
enhance student learning? The project aims to
propose a mobile solution to make presentation
assessment and feedback procedure simple,
prompt and easy to use.


Capturing a ‘record’ of the event (Moon)


Supports 'assessment as learning', eg "external,
structured opportunities for students to assess
themselves.” (Manitoba 2006)


Uses in the class room (and other
situations)


Collect and return formative feedback


Use ‘ask the audience’ mode to get instant
feedback


Useful for peer assessment.


Summative assessment.

Grades plus text


event organiser view (web app)

New mobile app
(Android)


Event
Organiser (Admin) view

Setting

u
p

event

Grading

and

feedback

-

app

in action

The Investigation



Can this technology be used to help engage in
situated learning/ assessment activities?


Will academics want this PGFT mobile app?


How can it be better designed for use?


Is it applicable across all subjects and levels?


Is it most useful for summative grading, by
staff only, or formative feedback, including by
peers?


Outcomes so far




PGFT has been used in four modules with 200+
students


PGFT has been used for summative assessment, peer
formative assessment and 'ask the audience’


15 staff have shown an interest, and formed a support
network


Five staff have registered as event organisers, and
started to set up and grade events


A selection of comments: "very interactive", "good for
Q&A sessions", "I have been considering tools of this
nature especially for peer support and engagement"
and "Interesting, would like to use it for PGCE Primary
Presentations"


References


Manitoba Education, Citizenship and Youth
(2006) ‘Rethinking Classroom Assessment with
Purpose in Mind’,
www.edu.gov.mb.ca/k12/assess/wncp/


Moon, J (undated) Assessing Oral
Presentations,
www.liv.ac.uk/cepd/DOCUMENTS/AssessingOr
alPresentations.doc