WEBVTT 00:01:29.000 --> 00:01:29.900 Good morning! 00:15:46.000 --> 00:15:46.900 So this was an in-person live assessment? 00:16:51.000 --> 00:16:51.900 I think so Sue - to mimic the summative assessment task. 00:17:00.000 --> 00:17:00.900 👍 00:17:13.000 --> 00:17:13.900 Yes. But it seems to me this could be done online quite easily, like vivas could be conducted online (I do just that). 00:17:51.000 --> 00:17:51.900 We have done vivas online also in this last year. 00:19:21.000 --> 00:19:21.900 Good example of online interactive oral assessment : 30 April 2020: Authentic online oral assessment - an examination replacement http://transformingassessment.com/events_30_april_2020.php 00:22:57.000 --> 00:22:57.900 Thanks! 00:23:15.000 --> 00:23:15.900 Question: Was accessibility/disability/ considered? 00:24:18.000 --> 00:24:18.900 Decades ago , can’t remember where, a course put students into groups for the whole term. They did work collaboratively that got feedback but the summative assessment was an exam sat individually. But they were told their mark would be the average of their group’s individual marks. This encouraged considerable amounts of peer tutoring of the weakest in the group through the term! 00:24:35.000 --> 00:24:35.900 👋 00:26:49.000 --> 00:26:49.900 Thank you very much Jayne! 00:27:11.000 --> 00:27:11.900 Thank you everyone 🙂 00:27:35.000 --> 00:27:35.900 Thank you Jayne 00:27:37.000 --> 00:27:37.900 Thank you Jayne 00:27:50.000 --> 00:27:50.900 Thank you Jayne 00:27:54.000 --> 00:27:54.900 It was very inspiring Jayne! 00:28:14.000 --> 00:28:14.900 Thank you Jayne - loved it! 00:28:21.000 --> 00:28:21.900 Thanks, Jayne. Very enlightening 00:30:14.000 --> 00:30:14.900 can't see your pointer when you say 'this' 00:33:00.000 --> 00:33:00.900 Moodle allows a similar idea via 'certainty based marking' in quizzes. for each question the student needs to state how confident they are of the answer. https://docs.moodle.org/310/en/Using_certainty-based_marking 00:33:39.000 --> 00:33:39.900 Very clever and beautifully simple. Many years ago I think it was at UCL they tried something similar but it was much more complicated 00:34:22.000 --> 00:34:22.900 @Chris Rust #2 i think that became CBM in moodle. 00:34:34.000 --> 00:34:34.900 Tony Gardner-Medwin (who pushed CBM in Moodle) was at UCL. 00:41:12.000 --> 00:41:12.900 If only used for formative assessment does the lack of jeopardy potentially change some behaviours? Would there be less risk taking by some if it was summative? 00:41:43.000 --> 00:41:43.900 I wonder how much information all these numbers and calculations give about the actual learning 00:41:53.000 --> 00:41:53.900 The result is actually surprising, I guess it depends a lot from the subject studies. In Fashion and Art studies the students feel actually extremely confident during the first term, then, when the marks are lower than what they predicted, they realise that research is essential to succeed and so they change approach 00:42:09.000 --> 00:42:09.900 Is there a quick little in class activity that can be used anonymously to demonstrate this principle in a live class? We talk to our students the dunning-kruger effect in our class but it would be great to somehow demonstrate this so students can self-reflect on this 00:42:57.000 --> 00:42:57.900 @Rebecca Maybe a simplified set of these diagrams? 00:44:06.000 --> 00:44:06.900 Thanks Fabio, it might be best to embed within another assessment task for them to self-reflect on this. 00:44:07.000 --> 00:44:07.900 @Sirats for MCQs the demonstration is quite simple. You get more data with confidence indicator...I guess harder for more complex tasks. 00:44:55.000 --> 00:44:55.900 @Giulia It's a paradox that seeing confidence dipping is actually a good thing! 🙂 00:45:00.000 --> 00:45:00.900 @Sirats any information we can get will facilitate us in adapting our teaching to increase learning - it all about balance? 00:45:39.000 --> 00:45:39.900 Is there any longitudinal data? 00:45:58.000 --> 00:45:58.900 Tracking/following the same students, that is 00:46:00.000 --> 00:46:00.900 Bit disappointing we don't see students metacognitive skills improve 00:46:21.000 --> 00:46:21.900 @Rebecca all opportunities to develop self assessment ability will help students move forward. 00:46:38.000 --> 00:46:38.900 ... more clearly in the data 00:46:54.000 --> 00:46:54.900 @Fabio Aricò I absolutely agree! They need to build their confidence on facts not on feelings 00:48:48.000 --> 00:48:48.900 @Tim  would there be a way to include this, depends on if it is used in more than a single module, the constructive alignment across the programme? 00:51:32.000 --> 00:51:32.900 Mazeur: peer instruction research showed a way to help is to get students who gave different MCQ answers to try and explain to each other why they thought their answer was correct. 00:52:06.000 --> 00:52:06.900 You and your students can test this self-assessment and game web tools: https://www.navigateproject.eu/ 00:52:16.000 --> 00:52:16.900 Thank you Paul! 00:52:32.000 --> 00:52:32.900 Thanks Paul - useful and interesting. Sorry I have to go and can’t stay for the discussion 00:53:03.000 --> 00:53:03.900 Thank you both. I have another meeting. 00:53:13.000 --> 00:53:13.900 @mike this is a great idea, one that could easily be adopted! 00:53:15.000 --> 00:53:15.900 Thank you for this session - learnt a lot of new things 00:53:31.000 --> 00:53:31.900 Good work! Have to leave.. 00:53:53.000 --> 00:53:53.900 Thanks Paul. Your presentation has made me want to explore the MCQs (confidence based) in our Moodle more. 00:54:13.000 --> 00:54:13.900 @Mats Brenner thanks for this 00:54:15.000 --> 00:54:15.900 me too thanks Paul 00:54:20.000 --> 00:54:20.900 Do you think this approach would help students evaluate their English language abilities in preparation for an English language proficiency test? 00:54:41.000 --> 00:54:41.900 @mike this is what the team test does, they have to agree on an answer option to scratch off on the card so they have to discuss and rationalise 00:55:33.000 --> 00:55:33.900 web cams on - in zoom et al helps to keep people honest in being present! 00:55:39.000 --> 00:55:39.900 @claudia yes. The key is in the design of the question and the group tasks 00:55:50.000 --> 00:55:50.900 @mike Team tests in TBL 00:55:58.000 --> 00:55:58.900 Mathew, that's true but it's nicer to use a carrot than a stick approach 00:55:58.000 --> 00:55:58.900 anyone who has done a pub team quiz knows there are 'loud' people in the team who appear confident about their answer but are usually wrong but there are quieter people in the team who are usually right but get ignored 00:56:23.000 --> 00:56:23.900 this is why we keep the teams the same across 4 or 5 tests. The group dynamic evolves 00:56:35.000 --> 00:56:35.900 @Mike, yes, exactly! 00:56:39.000 --> 00:56:39.900 Especially if the load members start affecting the rest of the groups score 00:56:44.000 --> 00:56:44.900 load 00:56:56.000 --> 00:56:56.900 loud 00:57:07.000 --> 00:57:07.900 good grief my spelling is terrible 00:57:24.000 --> 00:57:24.900 Thank you all, I have to leave. It was very interesting! 00:57:25.000 --> 00:57:25.900 before you go.. please fill the feedback survey taw.fi/feedback 00:58:57.000 --> 00:58:57.900 Thanks - great session.👋 00:58:57.000 --> 00:58:57.900 Thanks everyone, 00:59:05.000 --> 00:59:05.900 Thank you everyone. 00:59:06.000 --> 00:59:06.900 Thank you both for a very informative presentation 00:59:10.000 --> 00:59:10.900 thank you! 00:59:12.000 --> 00:59:12.900 thank you, it was a great session 00:59:12.000 --> 00:59:12.900 Thank you, very interesting presentations 00:59:14.000 --> 00:59:14.900 Thanks everyone and sorry for waffling on too much 00:59:17.000 --> 00:59:17.900 Many thanks everyone. Very interesting. 00:59:18.000 --> 00:59:18.900 Thanks Jane & Paul 00:59:20.000 --> 00:59:20.900 Thanks everyone👏 00:59:20.000 --> 00:59:20.900 thank you all it was brilliant 00:59:21.000 --> 00:59:21.900 taw.fi/feedback 00:59:22.000 --> 00:59:22.900 Thanks everyone! Really enjoyable session 00:59:25.000 --> 00:59:25.900 thanks guys 00:59:26.000 --> 00:59:26.900 Thanks jane & Paul 00:59:53.000 --> 00:59:53.900 Thanks Jane and Paul