WEBVTT 00:00:06.000 --> 00:00:06.900 Good morning from Glasgow, UK 00:00:10.000 --> 00:00:10.900 Hi @Amanda White ! Hello from Sydney Australia to everyone! 00:01:00.000 --> 00:01:00.900 Good evening from Fiji 00:01:02.000 --> 00:01:02.900 Hi from HKUST, Hong Kong 00:01:31.000 --> 00:01:31.900 Hello @Suzy and others, greetings from Arbroath - Scotland’s East Coast 00:01:45.000 --> 00:01:45.900 BE SIG registration (free!) form https://ascilite.org/get-involved/sigs/business-education-sig/be-sig-sign-up-form/ 00:01:50.000 --> 00:01:50.900 Nice to see you here! @Emma D-W (Dundee) 00:01:59.000 --> 00:01:59.900 Hello again @Emma D-W (Dundee) nice to see you here 00:02:30.000 --> 00:02:30.900 Hi from http://itsligo.ie, Sligo, Ireland. 00:02:30.000 --> 00:02:30.900 and this mornings session πŸ™‚ 00:06:18.000 --> 00:06:18.900 πŸ™‚ 00:11:46.000 --> 00:11:46.900 note Gold Coast Titans are a professional rugby league football club. 00:12:23.000 --> 00:12:23.900 Interesting Metaphor, @Popi Sotiriadou! 00:12:52.000 --> 00:12:52.900 This looks like Project Based Learning. 00:13:15.000 --> 00:13:15.900 Would all authentic assessments look like PBL? 00:15:25.000 --> 00:15:25.900 Hi @Brian Mulligan, not necessarily. @Charmaine Fleming #4 @Popi Sotiriadou @Fiona O'Riordan, DCU @Monica Ward (DCU, Ireland) do you have any thoughts on Brian's question? 00:16:02.000 --> 00:16:02.900 @Brian Mulligan we in DCU are engaging with the CBL framework as an authentic approach to developing transversal skills. And there is a lot of similarity to PBL and PjBL. I will be chatting a little about this in a few minutes. 00:16:07.000 --> 00:16:07.900 Great project Popi working with the Titans 00:16:40.000 --> 00:16:40.900 CBL = "competency"? 00:16:48.000 --> 00:16:48.900 Challenge 00:16:59.000 --> 00:16:59.900 @Brian Mulligan yes, PBL can offer great authentic experiences to students 00:17:07.000 --> 00:17:07.900 @Brian: how we shape learning is not necessarily aligned with how we assess (we may want to, but pressures to go for efficient assessments may block it) 00:17:08.000 --> 00:17:08.900 PBL is one way, but there are others ... examples to follow ...teaser ... 00:17:37.000 --> 00:17:37.900 @Brian Mulligan see https://www.dcu.ie/teu/challenge-based-learning. Hackathons are an example of CBL 00:18:01.000 --> 00:18:01.900 great point to highlight ~ invigilation not = exams only. 00:18:17.000 --> 00:18:17.900 Thanks for the responses. 00:18:32.000 --> 00:18:32.900 the connectivity issue also raised its head for us too. 00:18:58.000 --> 00:18:58.900 mass staff layoffs in Australia have impacted the whole sector. 00:19:27.000 --> 00:19:27.900 It's interesting about the cost of assessment, it seems to be a hot topic in Australia 00:20:08.000 --> 00:20:08.900 hi @amanda - how long was that oral supp exam? I'd love to get this implemented. Would you say time-wise is it roughly equal to the time you would take to mark it anyway? 00:20:22.000 --> 00:20:22.900 Time must travel differently in Australia πŸ™‚ 00:20:33.000 --> 00:20:33.900 @Monica Ward (DCU, Ireland) Aust unis have lost about 30% of their revenue with loss of international students - so yes costs are a big thing at the moment! 00:21:03.000 --> 00:21:03.900 Thanks - good to have international perspectives on this. 00:21:57.000 --> 00:21:57.900 @Elaine more info re the interactive oral exam approach is here http://transformingassessment.com/events_30_april_2020.php 00:21:59.000 --> 00:21:59.900 I like the layout of the 'Types of Assessment', like the 5 rings of the Olympics 00:22:45.000 --> 00:22:45.900 Absolutely, @Mathew Hillier Costs are an important consideration but it has to be balanced with student experience and accreditation requirements too in the Business Disciplines. 00:22:58.000 --> 00:22:58.900 @Elaine - the tech back end for a booking system was about an hour of figuring out Microsoft Bookings. Then about another 2 hrs to prep cases for students. We used newspaper articles with 3 starter questions. That is a bit less than the 5-6 hrs it would take to build an entire new exam from scratch. Each exam was 15 minutes and students had to pass every criteria in the rubric to pass the supp exam. This 15 min is the same time we are allocated to mark and exam paper. But I felt I had a much better understanding of the student's ability in the subject after a 15 minute chat. 00:23:09.000 --> 00:23:09.900 yep -it is a 'wicked' problem to overcome πŸ™‚ 00:23:10.000 --> 00:23:10.900 @Monica Ward (DCU, Ireland) indeed - it is a clever visual 00:24:31.000 --> 00:24:31.900 thanks @Amanda White 00:24:42.000 --> 00:24:42.900 Utrecht U are very strong with portfolios 00:25:06.000 --> 00:25:06.900 The thing we don't want to happen is have casuals work unpaid hours marking any assessments. If we set authentic assessments, we should commit to provide authentic feedback and marking time. 00:25:07.000 --> 00:25:07.900 a good example of partnerships with the industry. Thanks ! 00:25:22.000 --> 00:25:22.900 @Charmaine Fleming #4 that looked great!!! such good work!! and HARD work by the sounds of it 00:26:07.000 --> 00:26:07.900 @Charmaine Fleming #4 What system did you use for the electronic internship portfolio? 00:26:18.000 --> 00:26:18.900 Si is 'resilience' they key? 00:26:26.000 --> 00:26:26.900 Beautiful garden and great quote Fiona! 00:26:30.000 --> 00:26:30.900 @Popi alot of work with the industry partner and the University to create this contemporary degree. 00:26:53.000 --> 00:26:53.900 Amazing work @Charmaine Fleming #4 πŸ‘πŸ‘πŸ‘ 00:27:12.000 --> 00:27:12.900 @Charmaine Fleming #4 no doubt!!! collaboration with these key partners is great but challening!! 00:27:30.000 --> 00:27:30.900 Authentic Assessment, 2017 National Forum Insight http://www.teachingandlearning.ie/wp-content/uploads/2017/03/Authentic-assessment-insight-web-ready.pdf 00:27:41.000 --> 00:27:41.900 link for this slide πŸ˜‰ 00:27:44.000 --> 00:27:44.900 @Marieke we provided students with several platforms they could use to develop their eportfolio 00:28:12.000 --> 00:28:12.900 @Mathew Hillier thanksfor the link 00:28:24.000 --> 00:28:24.900 How many here have actually worked in industry so have real insights into authenticity? 00:28:51.000 --> 00:28:51.900 @Amanda White it has been a fantastic teaching and learning experience developing international sport examples and content. 00:29:03.000 --> 00:29:03.900 @Charmaine Fleming #4 - interesting, so they got to choose? Which platforms worked best? 00:29:19.000 --> 00:29:19.900 @The late Peter Westcott - I came from industry, my tutors/TAs come from industry only and I meet with professional body and industry reps regularly 00:29:27.000 --> 00:29:27.900 excellent 00:30:11.000 --> 00:30:11.900 @Amanda White too many who talk about authenticity don't know what it is 00:30:12.000 --> 00:30:12.900 @The late Peter Westcott we have been involving student alumni (therefore industry experienced) in co-design of some of our units 00:30:14.000 --> 00:30:14.900 I have (on different contents) and our students go out on placement for 6 months in 3rd year and demo their final year projects to industry. 00:30:14.000 --> 00:30:14.900 good morning 00:30:17.000 --> 00:30:17.900 @The late Peter Westcott I had worked in the sporting industry for 20 years before studying as a mature aged student. I have found students really relate to my industry experiences. 00:30:25.000 --> 00:30:25.900 https://www.dcu.ie/teu/sapia The link for students as partners in assessment 00:30:25.000 --> 00:30:25.900 Helps that I've taught the same area for 20yrs and now alumni are quite senior in the industry - I've developed a really strong network for feedback from senior and junior staff levels 😊 00:30:29.000 --> 00:30:29.900 @Charmaine Fleming #4 excellent 00:30:36.000 --> 00:30:36.900 love to chat about students as partners in assessment if anyone else is interested to form an interest group 00:31:03.000 --> 00:31:03.900 yes @helen weadon I'd be very interested 00:31:07.000 --> 00:31:07.900 @helen weadon count me in. i've built some stuff that does this 00:31:09.000 --> 00:31:09.900 @helen weadon I'd be interested in that too 00:31:16.000 --> 00:31:16.900 https://www.dcu.ie/teu/challenge-based-learning The link for challenge based learning 00:31:18.000 --> 00:31:18.900 I agree that it's important to have real-world experience so you know what you are talking about and the students relate to that. 00:31:21.000 --> 00:31:21.900 Hello @The late Peter Westcott I have found that many to most of our academics in the Business disciplines have worked in industry to some extent. We have a colleague doing some work in area of Pracademic opportunities too to stay connected. https://app.secure.griffith.edu.au/exlnt/entry/7728/view 00:31:27.000 --> 00:31:27.900 @helen weadon also P2P marking 00:31:45.000 --> 00:31:45.900 in terms of SAP i find learning designers are really keen to use but unit teachers not so convinced 00:31:58.000 --> 00:31:58.900 my email h.weadon[AT]federation.edu.au - inbox me and we will form an interest group 00:32:00.000 --> 00:32:00.900 @Marieke exactly, the students used a platform they find comfortable with and displays their internship artefacts. Great assessment for students to use when applying for industry positions. 00:32:00.000 --> 00:32:00.900 I'd love to mandate that sabbatical/PEP involves some professional experience 😊 00:32:17.000 --> 00:32:17.900 The best example I have seen in Authentic Learning and Assessment is the new https://www.dcu.ie/teu/challenge-based-learning Civil Engineering degree from Charles Sturt University. It might be described as "the ultimate" insofar as it would be hard to imagine it being more authentic. 00:32:27.000 --> 00:32:27.900 Most interesting, @Fiona O'Riordan, DCU Thank you! 00:32:49.000 --> 00:32:49.900 Correction: PBL Civil Engineering Degree 00:33:31.000 --> 00:33:31.900 @Brian Mulligan CSU were doing some every good work in this 00:33:43.000 --> 00:33:43.900 @Elaine - I think it takes a lot of confidence in yourself and the students to "give up control" when you involve SAP. I find we, as academics, have a tendency to be control oriented 😊 00:34:09.000 --> 00:34:09.900 https://www.csu.edu.au/engineering/home 00:34:52.000 --> 00:34:52.900 Sharing here a link to a resource with more information on Authentic Interactive Orals for those who are interested https://sway.office.com/yQ2s0Bm3ILkWtGll?ref=Link 00:35:00.000 --> 00:35:00.900 the 2 day event-based exam is interesting 00:35:20.000 --> 00:35:20.900 agree @Amanda White it needs a lot of scaffolding and support - but teaching is becoming more and more networked/team based so hopefully its a small step further to then involve SaPs 00:35:20.000 --> 00:35:20.900 why not make an exam an event? 00:36:50.000 --> 00:36:50.900 thats a good point Amanda, I’ve had final year students developing a rubric, then using it to peer and self review - I think they’d have had a much better understanding of the assessment process, had we done it in the 1st year ... but that was too scary! 00:36:56.000 --> 00:36:56.900 A great "exam event" example is Dr David Kellerman at UNSW - it's the first case on this page - https://teaching.unsw.edu.au/academic-integrity/case-studies Open book, open chat - yes, all students are in the Teams chat room during the exam! 00:37:07.000 --> 00:37:07.900 that's authentic! 00:37:29.000 --> 00:37:29.900 Wow! 00:37:35.000 --> 00:37:35.900 @Monica: how would you do these courses & assessments in large groups? could it scale to a 500 person cohort? (i see how it can be done with MC exams) 00:37:58.000 --> 00:37:58.900 My goal if I can get the funding - a final year accounting exam that is like the OSCE you see in health/medicine 00:38:11.000 --> 00:38:11.900 @Amanda White interesting idea. I could imagine it might be hard to assign marks to individuals in this scenario. 00:38:12.000 --> 00:38:12.900 Emma DW - students in Primary schools collaborate with teachers to develop a learning and assessment rubric 00:38:22.000 --> 00:38:22.900 @Wynand Bodewes (Tilburg University, the Netherlands) you need to ramp up the authenticity as the cohort progresses 00:38:31.000 --> 00:38:31.900 @Charmaine Fleming #4 - they're all doing their own exam paper 00:38:31.000 --> 00:38:31.900 Thanks so much - great food for thought! 00:39:00.000 --> 00:39:00.900 Great presentations -thank you 00:39:27.000 --> 00:39:27.900 Thanks all, very affirming 00:39:46.000 --> 00:39:46.900 @Amanda White get in touch hello[AT]edtecex.com and I'd be happy to work through an approach. Without a sales pitch! 00:39:49.000 --> 00:39:49.900 interesting presentations, thank you 00:39:58.000 --> 00:39:58.900 @Peter: some would take this as a motivation to not do authentic assessments in bachelor degree programs and to only do those in master degree programmes .... I would rather not go down that path 00:40:13.000 --> 00:40:13.900 Helen, are you in the UK? My students (mostly English) c5-10 years ago had no conception of creating a rubric ... 00:40:22.000 --> 00:40:22.900 @Monica Ward (DCU, Ireland) Thanks, Monica! I got some great ideas for my assessments! 00:40:41.000 --> 00:40:41.900 @Wynand Bodewes (Tilburg University, the Netherlands) I agree. Many with investment in their positions are threatened 00:41:29.000 --> 00:41:29.900 I share rubrics with students, get them to mark examples and ask if the rubric makes sense and if they want to change any part of it. 00:41:45.000 --> 00:41:45.900 The students appreciate being asked. 00:42:50.000 --> 00:42:50.900 I was presenting co-creation to a panel that included unis students and one jumped out his chair and shouted "yes, yes, yes that's how i learn1 I go through the material then write questions for myself and my friends!" It was a bit of a Harry met Sally moment but exciting 00:43:30.000 --> 00:43:30.900 Some recent work I referenced on Students as Partners in Assessment https://www.dcu.ie/teu/sapia 00:43:50.000 --> 00:43:50.900 if they are happy/enthusiastic/confident to talk about their assessment in grad interviews, then we have got it right 00:43:55.000 --> 00:43:55.900 I like that gamers means something else πŸ™‚ 00:44:49.000 --> 00:44:49.900 @Charmaine Fleming #4 I would be interested in talking some more about linking assessments to the Commonwealth Games, as Birmingham is hosting next year (hopefully!) and I am keen for our students to get involved 00:44:56.000 --> 00:44:56.900 @Catherine Murphy, MTU, Ireland absolutely agree 00:45:15.000 --> 00:45:15.900 @Monica Ward (DCU, Ireland) The staff who worked for the Comm Games were known as gamers and they travel the world working in major events like Olympic Games and World Cups. 00:45:46.000 --> 00:45:46.900 Next BE SIG webinar = http://bit.ly/BESIG02 00:46:23.000 --> 00:46:23.900 @Sarah Williams I wold love to chat about the internship program and assessments we designed. 00:48:07.000 --> 00:48:07.900 I'm certainly seeing the pendulum swinging back 00:48:19.000 --> 00:48:19.900 @Charmaine Fleming #4 wonderful, thank you! My email is sarah.williams[AT]wlv.ac.uk 00:48:38.000 --> 00:48:38.900 what's a box? 00:48:46.000 --> 00:48:46.900 At Fed University we will be doing interactive orals online in our new degree. 00:49:22.000 --> 00:49:22.900 @Sarah Williams my email is c.fleming[AT]federation.edu.au 00:50:34.000 --> 00:50:34.900 Articulation agreements between international and Aust universities are predicted to increase - which does raise lots of questions around professional accreditation and invigilation. 00:50:36.000 --> 00:50:36.900 Aarhus U are excellent at this 00:50:54.000 --> 00:50:54.900 Also Copnehagen business School with Nuria Lopez 00:51:18.000 --> 00:51:18.900 https://www.testa.ac.uk 00:52:11.000 --> 00:52:11.900 http://newmediaresearch.educ.monash.edu.au/feedback/case-studies-of-effective-feedback/ 00:53:12.000 --> 00:53:12.900 Is the workload / cost a significant challenge? 00:53:33.000 --> 00:53:33.900 @Brian Mulligan yes, at the start 00:53:46.000 --> 00:53:46.900 huge amount of work up front 00:53:59.000 --> 00:53:59.900 I'd say the up-front cost is higher, but there is a longer-term payout. 00:54:55.000 --> 00:54:55.900 finding ways to make it scalable to classes of 1000 students is the challenge for most Australian unis. 00:55:05.000 --> 00:55:05.900 The scaffolding features can be used in the coming years, the redesigned questions can be re-used as well, so I'm happy that there is a long term benefit. 00:55:27.000 --> 00:55:27.900 Agree @Mathew Hillier - first year business is subjects of 1600 00:55:40.000 --> 00:55:40.900 I would agree with Monica, at least I'm hopeful that this will be the case. I am part of the pilot group with Monica at Dublin City University. I also had to change the language of conversation to English, where my lessons on literature are normally delivered in French. But the students are responding well so far. 00:56:15.000 --> 00:56:15.900 @Mathew Hillier yes it is. This has to ramp up from the general to the more specific 00:56:21.000 --> 00:56:21.900 @Popi Sotiriadou exactly Popi, as a team we have looked at the content delivery for each course to ensure that content is not taught in other courses. 00:56:36.000 --> 00:56:36.900 We have found that scalability is doable when there are quality briefing documents and examples provided, comprehensive training provided for markers and a cracking marking rubric developed. This will help with consistency and moderation. 00:56:37.000 --> 00:56:37.900 Regular re-evaluation of curriculum alignment helps pick up assessment drift that naturally happens over time as well 00:56:52.000 --> 00:56:52.900 @The late Peter Westcott When it settles is it still more work that regular assessment? 00:56:58.000 --> 00:56:58.900 @Mathew Hillier students have to be made ready for it as well 00:57:16.000 --> 00:57:16.900 Padlet activity = https://bit.ly/3pot3gz 00:57:38.000 --> 00:57:38.900 @Brian Mulligan no in some ways it's easier because you're less focused on binary right/wrong 00:57:47.000 --> 00:57:47.900 that needs a lot of control 00:57:48.000 --> 00:57:48.900 I like that of the phrase 'assessing to give a grade' vs assessment as learning. 00:58:13.000 --> 00:58:13.900 @Monica Ward (DCU, Ireland) and assessment FOR learning 00:58:28.000 --> 00:58:28.900 @Brian Mulligan Only time will tell, hopefully not too much ... 00:58:29.000 --> 00:58:29.900 Why not have the exam at the start of the course? 00:58:43.000 --> 00:58:43.900 and build learning journeys from that? 00:58:59.000 --> 00:58:59.900 I am so jealous of Griffith's institutional Padlet licence!!! 00:59:08.000 --> 00:59:08.900 I like thinking of assessment for, of, and as learning as advised by our national forum. It helps when designing an integrated and scaffolded assessment approach. 01:00:20.000 --> 01:00:20.900 If I'm approaching a subject that I'm unsure about their prior knowledge, I check their understanding in advance - a mini-exam if you like. 01:01:56.000 --> 01:01:56.900 With my pilot interactive orals at DCU, I find that my students have engaged more than usual with the French novel we are working on. As they are spontaneously practising (in English, as it's about literary analysis not a French oral) how to "show off" what they know, in a conversational way. 01:01:59.000 --> 01:01:59.900 I am lucky to have only 30 students to schedule, and would have some concerns how to schedule more than that in one week, with just one assessor, as individual talks. 01:02:07.000 --> 01:02:07.900 You missed 'biz info system' departments πŸ˜‰ 01:02:09.000 --> 01:02:09.900 I'll share this with the Accounting Education community 😊 01:02:20.000 --> 01:02:20.900 The most commonly used business technique is the persuasive piece of work 01:02:39.000 --> 01:02:39.900 Good, as on iPad and eating breakfast! Will all links be available later? 01:02:50.000 --> 01:02:50.900 I feel that if Authentic Assessment is more costly or requires more effort it will never take off - we need to find savings elsewhere - e.g. teaching at scale (perhaps sharing between universities) - or "self-study" (which is how Charles Sturt U is doing Project Based Learning) 01:02:54.000 --> 01:02:54.900 eating breakfast off an iPad? 01:03:46.000 --> 01:03:46.900 @Brian Mulligan look at it the other way - financial benefits of improved retention and better recruiting. Better student outcomes with higher employability etc etc 01:04:17.000 --> 01:04:17.900 Query on anonymity in assessment, there’s a strong push for all assessments to be marked anonymously. Give no that many authentic assessments may include student negotiated themes, outcomes etc - how to marry the two? 01:04:40.000 --> 01:04:40.900 link to padlet please? 01:04:42.000 --> 01:04:42.900 @Brian Mulligan 1$ improvement in retention is worth millions to the bottom line 01:05:04.000 --> 01:05:04.900 @Emma D-W (Dundee) I'd be interested to know that too 01:05:06.000 --> 01:05:06.900 @Brian Mulligan 1% not 1$ 01:05:12.000 --> 01:05:12.900 https://griffithu.padlet.org/daniellelogan1/8zcg6g0njsfccngy 01:05:36.000 --> 01:05:36.900 @Byoungmn 01:05:39.000 --> 01:05:39.900 Using the choice function in Moodle could facilitate some element of personalisation 01:05:56.000 --> 01:05:56.900 Could Peer Grading help with the effort involved? 01:06:39.000 --> 01:06:39.900 I find many academics are wary of the ability of peers to be honest markers (the good old "let's give each other 100% story) 01:06:48.000 --> 01:06:48.900 @Emma D-W (Dundee) good question but the anonymity/privacy thing is usually the last resort of the fearful lawyer/administrator. Ask for sign in from students and they'll likely give it to you 01:07:04.000 --> 01:07:04.900 But I feel like it is so important - the skill of evaluative judgement 01:07:45.000 --> 01:07:45.900 @Amanda White the research refute that pretty strongly 01:08:00.000 --> 01:08:00.900 @Amanda White the 100% thing 01:08:05.000 --> 01:08:05.900 @Amanda White yes agree- we need to scaffold that process. we certainly cant expect student to judge performance without the framework an criteria. 01:08:12.000 --> 01:08:12.900 I suspect that Authentic Assessment may be more viable if you have scale - better value from your design effort - and perhaps using Peer grading. (As it happens, i am doing some experimenting with peer assessment - engineering students doing a Raspberry Pi project) 01:08:32.000 --> 01:08:32.900 The anonymity demand has really come from student unions in the UK 01:08:38.000 --> 01:08:38.900 @Brian Mulligan look for the work done by Nuria Lopez 01:08:56.000 --> 01:08:56.900 students need to evaluate their own performance and that of others as a professional skill. 01:09:06.000 --> 01:09:06.900 I agree that personalisation is not necessary all the time. For this does not happen in real life. 01:09:44.000 --> 01:09:44.900 Using an exemplar with rubric as a teaching tool seemed to work well for the interactive oral pilots in DCU @Dervila Cooke? @Marina Efthymiou (DCU)? 01:09:47.000 --> 01:09:47.900 @Emma D-W (Dundee) anonymity by design is good, as is privacy by design i.e. GDPR. However engaged students will sign in and informed consent is OK 01:09:54.000 --> 01:09:54.900 I once asked David Boud if evaluative judgement should be a graduate attribute and he said definitely not - because then it might be oversimplified when implemented 01:10:09.000 --> 01:10:09.900 I suppose it involves the use of rubrics and exemplars then they can peer review the work from others 01:10:37.000 --> 01:10:37.900 @Amanda White david's not always right 01:10:52.000 --> 01:10:52.900 @Amanda White - the more sophisticated Peer Grading systems also base grades on students' ability to grade accurately - this improves their incentive to grade accurately. 01:11:00.000 --> 01:11:00.900 yep sounds like an odd reason to exclude it 01:12:17.000 --> 01:12:17.900 In my experience, we often don't include the cost of the FT academic writing questions or tasks. More the direct cash outflow of casuals and marking. I have to prepare a marking budget for my subject - but no budget for prep hours for assessment tasks 01:12:30.000 --> 01:12:30.900 I think scalability is a challenge for all types of assessment 01:13:02.000 --> 01:13:02.900 @Mathew Hillier I have provided an example video where I am the student doing the interactive oral and then I get students to use the rubric to mark my presentation. 01:13:06.000 --> 01:13:06.900 Typically from what I've seen a transformation effort takes about three years strong focus 01:13:06.000 --> 01:13:06.900 For my assessment (interactive orals) I created a rubric (with weightings) and asked the students to provide feedback and suggestions. I recorded an exemplar and I will ask them to mark me. Then we will discuss again the rubric so they can understand why we are looking for some specific parameters and I expect them to provide some insights from a student perspective and then we will agree together on the rubric. 01:13:31.000 --> 01:13:31.900 Getting students to grade an exemplar we've found really powerful. 01:13:59.000 --> 01:13:59.900 @Marina Efthymiou (DCU) and I liked the interactive video piece you created with prompts and tips for your students along the way 01:14:15.000 --> 01:14:15.900 The scalability may be a challenge for all types of assessment, but it is the scheduling that needs to taken into account as you don't want your assessment to clash with registry exams or those by others in your School. 01:14:49.000 --> 01:14:49.900 Yes that was easy to create and it has links and resources aiming at improvement of oral skills 01:15:23.000 --> 01:15:23.900 I’ve also used a set of examples, all mid marks, and got students to evaluate; often they were better at finding the weakness in the work, rather than the strengths. 01:15:31.000 --> 01:15:31.900 I'm amazed that it's directly quantified at 45 mins. 01:15:46.000 --> 01:15:46.900 wow this is so short @Danielle Logan (Griffith)! 01:16:04.000 --> 01:16:04.900 I was going to say - 45 min is quite generous to some I've seen. 01:16:24.000 --> 01:16:24.900 Sorry - folks - gotta run - gotta get a shirt on for a meeting at 9.30am. Thanks - this was very useful. 01:16:29.000 --> 01:16:29.900 Do any other Business school quantify marking time? 01:16:38.000 --> 01:16:38.900 thus pressures in some areas to use online MCQs 01:16:40.000 --> 01:16:40.900 @Monica Ward (DCU, Ireland) at Federation we are allocated 1 hour to mark each students assessments in a course, usually 3 assessments in a course. 01:16:43.000 --> 01:16:43.900 I believe that it is important to constantly highlight to the students why they are assessed in this way. Having feedback on the assessment from past students helps with that πŸ™‚ 01:16:43.000 --> 01:16:43.900 @Brian Mulligan bye.... 01:16:49.000 --> 01:16:49.900 If you have the time, it can be good to create TWO exemplar videos: one not so good and one quite good but not fully excellent. They then have something to really compare. It is also good, if possible, for the lecturer to play the role of the student, as the students love marking their lecturers! 01:17:07.000 --> 01:17:07.900 We quality 3 assessments per hour 01:17:14.000 --> 01:17:14.900 Our Faculty doesn't mandate a guide like that - it would actually be helpful. 01:17:26.000 --> 01:17:26.900 Thanks @Brian Mulligan great to have you with us 01:17:59.000 --> 01:17:59.900 Thank you all for this great webinar. I've got to go. 01:18:06.000 --> 01:18:06.900 And not tell them which is β€œ good” - if comparing artefacts 01:18:32.000 --> 01:18:32.900 Many of our academics do their own marking and don't have the luxury of teaching assistants. 01:19:19.000 --> 01:19:19.900 Does anyone know if Canvas has something similar? We use Excel DIY 01:19:48.000 --> 01:19:48.900 Yes, Emma, absolutely, stay "stumm" on what you think of the sample Interactive Orals before you get students to mark them. Then you can release your own thoughts after hearing theirs. Also, we have recently changed the word "exemplar" to "example" as it was confusing students! 01:19:54.000 --> 01:19:54.900 @Amanda White curriculum mapping and similar tools have been covered in some past TA webinars.. 01:20:03.000 --> 01:20:03.900 Thanks @Mathew Hillier ! 01:20:07.000 --> 01:20:07.900 Thanks Fiona! Is this something done by other universities I wonder? 01:20:15.000 --> 01:20:15.900 @Amanda White normally the scheduling is done in a more powerful backbone system than the LMS 01:20:55.000 --> 01:20:55.900 How the level of authenticity in the assessment is linked to the year of study? I suppose there ig a higher level of authenticity for a final year undergrad student than for a first year student 01:21:02.000 --> 01:21:02.900 Thanks for the webinar. I learnt a lot of new things. Very much appreciated. Got to go. 01:21:26.000 --> 01:21:26.900 We have had a lot of conversations recently about not having clashing assessment times for students, especially as with the pandemic they have been having LOTS of assignments due along the way (as a way to keep them engaged). 01:21:26.000 --> 01:21:26.900 @Amanda White here is one http://transformingassessment.com/events_7_june_2017.php 01:21:38.000 --> 01:21:38.900 Thank you for joining us, Ala. 01:21:49.000 --> 01:21:49.900 @Gustavo Espinoza-Ramos yes. students also have to become accustomed to authentic assessment 01:21:51.000 --> 01:21:51.900 this one is higher level. still looking for the more detailed tool 01:22:00.000 --> 01:22:00.900 We have had problems with students having too much continuous assessment as many modules moved to 100%. 01:22:28.000 --> 01:22:28.900 Thanks Matt πŸ™ 01:22:38.000 --> 01:22:38.900 @Monica Ward (DCU, Ireland) that's pretty consistent everywhere at the moment. It's changing though 01:22:52.000 --> 01:22:52.900 Agreed, Moncia. In our school, ALL modules are now 100 % continuous assessment, for reasons of the pandemic, but this may continue... 01:23:58.000 --> 01:23:58.900 @Monica Ward (DCU, Ireland) do you mean no summative assessment (exams) - if so is that a bad thing? 01:24:17.000 --> 01:24:17.900 Elaine, it certainly creates challenges for scheduling assessments. 01:24:35.000 --> 01:24:35.900 ah yes i see! 01:24:40.000 --> 01:24:40.900 This has been very useful, thanks. Will definitely be something I’ll be recommending others look at the recording of 01:24:47.000 --> 01:24:47.900 Programme and staged integrated assessment strategies 01:24:48.000 --> 01:24:48.900 @Danielle Logan (Griffith) thanks for the answer. 01:24:48.000 --> 01:24:48.900 Thank you everyone, this has been a really inspiring and interesting start to my day! I have to go now as I am interviewing shortly - thank you all! 01:24:49.000 --> 01:24:49.900 Anyone using students as assessment partners at the program level to raise these issues after they receive syllabi before or in the first course/module session? (We're not but today's session has got me thinking about it) 01:25:01.000 --> 01:25:01.900 Yes, no exams (with exceptions for programming and maths modules). 01:25:10.000 --> 01:25:10.900 A lot can be learned from micro credentialing that are almost exclusively based on authentic capabilities 01:25:17.000 --> 01:25:17.900 @Charmaine Fleming #5 Agree with the variety and amount of the assessment. We changed from 3 to 2 assessment components in my institution 01:25:27.000 --> 01:25:27.900 Deakin and RMIT are the leaders in creds 01:25:27.000 --> 01:25:27.900 Next BE SIG webinar http://bit.ly/BESIG02 Next Transforming Assessment webinar http://taw.fi/3mar2021 Please provide feedback on this session taw.fi/feedback 01:25:40.000 --> 01:25:40.900 thanks everyone - great conversations 01:25:40.000 --> 01:25:40.900 Excellent session. Lots of great ideas and resources. Really valuable session 01:25:52.000 --> 01:25:52.900 πŸ™‚ thank you for having us and for organising this event πŸ™‚ 01:25:53.000 --> 01:25:53.900 Thanks so very much! Wonderful session and start to a Wednesday! 01:25:59.000 --> 01:25:59.900 Great work! Thanks a lot 01:25:59.000 --> 01:25:59.900 Thank you everyone for attending! 01:26:00.000 --> 01:26:00.900 Thanks everyone! Great ideas! 01:26:01.000 --> 01:26:01.900 Thanks everyone! Very informative session! 01:26:01.000 --> 01:26:01.900 Thanks for this wonderful session. 01:26:04.000 --> 01:26:04.900 Thanks all = very interesting 01:26:08.000 --> 01:26:08.900 It was a great pleasure to be here with you all this morning/evening. 01:26:11.000 --> 01:26:11.900 πŸ‘πŸ½ 01:26:17.000 --> 01:26:17.900 Thank you very much! πŸ™‚ 01:26:19.000 --> 01:26:19.900 Next BE SIG webinar http://bit.ly/BESIG02 01:26:24.000 --> 01:26:24.900 thank you so much. very interesting webinar 01:26:44.000 --> 01:26:44.900 professional accreditation is my bag 01:26:44.000 --> 01:26:44.900 πŸ‘πŸ½ πŸ‘πŸ½ πŸ‘πŸ½ 01:26:45.000 --> 01:26:45.900 Hard to keep with up with the chat - brain is definitely whizzing. 01:26:53.000 --> 01:26:53.900 @Gustavo Espinoza-Ramos definitely need to look at the number of assessments and variety to engage students. 01:27:01.000 --> 01:27:01.900 Next Transforming Assessment webinar http://taw.fi/3mar2021 Please provide feedback on this session taw.fi/feedback 01:27:03.000 --> 01:27:03.900 thank you very much Great session tonight 01:27:13.000 --> 01:27:13.900 thank you 01:27:19.000 --> 01:27:19.900 Thank you! Very interesting webinarπŸ‘ πŸ™‚ 01:27:21.000 --> 01:27:21.900 Thank you - great session