WEBVTT 00:00:19.000 --> 00:00:19.900 https://twitter.com/MMagdowski 00:01:24.000 --> 00:01:24.900 Hi everyone 00:02:09.000 --> 00:02:09.900 University 3 00:02:15.000 --> 00:02:15.900 University - Social sciences 00:02:17.000 --> 00:02:17.900 health sciences university 00:02:18.000 --> 00:02:18.900 university teaching and learning centre 4 00:02:23.000 --> 00:02:23.900 2 00:02:24.000 --> 00:02:24.900 University - general 00:02:30.000 --> 00:02:30.900 4 4 00:02:34.000 --> 00:02:34.900 university - learning and teaching unit 00:02:41.000 --> 00:02:41.900 Uni - biological science 00:02:44.000 --> 00:02:44.900 4 00:03:05.000 --> 00:03:05.900 🙂 valuable and rare 🙂 00:03:21.000 --> 00:03:21.900 does working from ohm count? 00:03:27.000 --> 00:03:27.900 lol 00:03:32.000 --> 00:03:32.900 3 00:03:44.000 --> 00:03:44.900 lol til it hertz 00:03:48.000 --> 00:03:48.900 @peter.. shama 00:03:52.000 --> 00:03:52.900 shame 00:04:07.000 --> 00:04:07.900 twice! 00:04:35.000 --> 00:04:35.900 ditto for using MCQs! 00:05:40.000 --> 00:05:40.900 agree- using "e-tools of the trade" is an advantage for well designed online tasks. 00:05:51.000 --> 00:05:51.900 we keep telling nursing students...decisions on the ward are not a series of 4 answers you can choose from 00:06:20.000 --> 00:06:20.900 👍 00:06:35.000 --> 00:06:35.900 @Laurine! exactly 🙂 00:06:49.000 --> 00:06:49.900 I can not hear the sound 00:07:01.000 --> 00:07:01.900 anyone can help 00:07:36.000 --> 00:07:36.900 there is a sound check tool under the 'gear' (settings). 00:07:51.000 --> 00:07:51.900 Sgerif did you do the setup check? have you selected the correct speaker 00:08:33.000 --> 00:08:33.900 yes 00:08:53.000 --> 00:08:53.900 @Sherif Moussa Restart your computer, sometimes drivers freak out and the computer needs to reset itself. Its happened to me before despite selecting audio devices and drivers etc 😉 00:11:22.000 --> 00:11:22.900 computers like to let us know who's boss,, especially now we REALLY need them... 00:12:40.000 --> 00:12:40.900 for those lucky enough to have STACK installed in Moodle this can be done there too i.e random elements in a question.. (although not sure about generating matching diagrams). 00:12:49.000 --> 00:12:49.900 Different context: I give each student a different "essay" question. Or they can generate one and have it approved. 00:12:52.000 --> 00:12:52.900 that is a LOT of tasks! What sort of task might run up against a finite limit? 00:13:48.000 --> 00:13:48.900 discussion and collaboration is really valuable learning 00:15:18.000 --> 00:15:18.900 latex? 00:15:23.000 --> 00:15:23.900 yes 00:16:26.000 --> 00:16:26.900 3 00:16:29.000 --> 00:16:29.900 1. So far, I've had students write over 1000 different essays in one subject area - and there's plenty more to go. i am wondering if you can also get randomised topics/key words for essay question promots. 00:16:31.000 --> 00:16:31.900 3 00:16:33.000 --> 00:16:33.900 1 3 2 00:16:35.000 --> 00:16:35.900 3 00:16:36.000 --> 00:16:36.900 2 00:16:38.000 --> 00:16:38.900 1 00:16:41.000 --> 00:16:41.900 3 00:16:43.000 --> 00:16:43.900 2 00:16:54.000 --> 00:16:54.900 2 00:17:05.000 --> 00:17:05.900 but depends on size of cohorts 00:17:24.000 --> 00:17:24.900 would be easier for many STEM style tasks. 00:17:52.000 --> 00:17:52.900 If it's too hard for the academic, allow students to generate the question 00:17:57.000 --> 00:17:57.900 i have seen it done in language testing too. in moodle using cloze questions. 00:18:26.000 --> 00:18:26.900 @ james - yes system like PeerWise or the 'student quiz' plugin for moodle. 00:18:59.000 --> 00:18:59.900 I like that, @James... but my colleague have conniptions at the idea of ceding control 00:19:19.000 --> 00:19:19.900 @Laurine - the revolution will take down some egos 00:20:09.000 --> 00:20:09.900 that will be useful for many teachers at this time! 00:20:15.000 --> 00:20:15.900 I like videos... can help with the authentication of actual physical tasks 00:20:27.000 --> 00:20:27.900 Love the document camera hack! 00:20:31.000 --> 00:20:31.900 Fun tripod - a plastic one cost <$3 on EBay - every student should have one 00:20:35.000 --> 00:20:35.900 @James.. if only 00:20:59.000 --> 00:20:59.900 re egos not tripods 00:21:16.000 --> 00:21:16.900 @laurine 😀 00:21:51.000 --> 00:21:51.900 you could easily many flowcharting apps. they often have the correct notation for this. 00:21:55.000 --> 00:21:55.900 *use 00:22:14.000 --> 00:22:14.900 I think pen and paper is not authentic assessment 00:23:18.000 --> 00:23:18.900 architecture tends to use unique tasks 00:24:18.000 --> 00:24:18.900 if you have STACK installed in Moodle - perhaps you could? 00:24:41.000 --> 00:24:41.900 don't know enough about STACK 00:24:57.000 --> 00:24:57.900 so ashamed 00:25:14.000 --> 00:25:14.900 this will get you started on exploring it https://moodle.org/plugins/qtype_stack 00:25:30.000 --> 00:25:30.900 tx 00:25:36.000 --> 00:25:36.900 how well would this work for assessments that require explanation of an action or decision, for exampe/ 00:26:13.000 --> 00:26:13.900 STACK uses a computer algebra system that has its own programming script. 00:26:20.000 --> 00:26:20.900 STEM has lots f scope for auto marking 00:26:36.000 --> 00:26:36.900 @peter agree 00:27:04.000 --> 00:27:04.900 if we gave sufficiently clear points to be considered, is this feasible or inequitable if it is subjective? 00:27:17.000 --> 00:27:17.900 mathias has a neat solution for his discipline 00:27:41.000 --> 00:27:41.900 Better to have low weighting for peer assessment tasks usually 00:27:58.000 --> 00:27:58.900 that is a good point Mathias, 00:28:05.000 --> 00:28:05.900 I prefer peer feedback without the marking 00:28:47.000 --> 00:28:47.900 that's a good idea. a hurdle 00:28:58.000 --> 00:28:58.900 do you use this for any final exams? (computerised exams)? 00:29:58.000 --> 00:29:58.900 oh, these tasks are a hurdle to sit the exam 00:30:04.000 --> 00:30:04.900 I see the need of having clear assessment criteria for effective peer grading 00:30:06.000 --> 00:30:06.900 Nuria Lopez at Copenhagen Business School has done some very good work on building P2P feedback rubrics in non-STEM subjects 00:30:43.000 --> 00:30:43.900 any refs, Peter? 00:30:46.000 --> 00:30:46.900 @ peter do you have a link you can share? 00:31:37.000 --> 00:31:37.900 I have a paper from last year. can I grop files heres? 00:31:42.000 --> 00:31:42.900 drop not grop 00:32:07.000 --> 00:32:07.900 a link would be better.... 00:32:33.000 --> 00:32:33.900 I only have the paper as a pdf 00:32:46.000 --> 00:32:46.900 Mathias, are these anonymous? for the student? 00:32:48.000 --> 00:32:48.900 Citation? 00:32:53.000 --> 00:32:53.900 Bit lateral but we have an academic who had 3 tutors marking video submissions - so the 3 had to agree on the mark for each submission. Really big staff commitment but no students questioned their mark as this system was explained to them. BUt it is promising that the deviation is not too large usually. 00:33:02.000 --> 00:33:02.900 maybe try searching the title in google to see if there is a public copy? 00:33:12.000 --> 00:33:12.900 Proceedings of ICERI2019 Conference 0879 ISBN: 978-84-09-14755-7 11th-13th November 2019, Seville, Spain 00:33:43.000 --> 00:33:43.900 For Hons thesis, two markers - and they must discuss until they agree on a final recommended mark - reduces discrepancies 00:33:46.000 --> 00:33:46.900 have done quite a bit of work with blind peer review of student work for summative tasks using the workshop tool in Moodle. Worked well but have not had time to write it up for publication. Maybe isolation might help 00:34:28.000 --> 00:34:28.900 Great job - presenting in a second language 00:34:49.000 --> 00:34:49.900 Mathias - no worries - you are doing very well in a second language 🙂 00:35:04.000 --> 00:35:04.900 The evaluation of? 00:35:06.000 --> 00:35:06.900 Great presentation Matthius! 00:36:14.000 --> 00:36:14.900 all students! 00:36:26.000 --> 00:36:26.900 Nuria was saying the one of the most difficult things was for students to learn how to give effective feedback 00:37:00.000 --> 00:37:00.900 maybe they are trying to get hints from their friends? 00:37:01.000 --> 00:37:01.900 @peter - agree - best to have lots of micro-feedback cycles than 1 larger one 00:37:08.000 --> 00:37:08.900 excellent, thanks Mathias I found this too - discussed this with business students and did part of a session on feedback 00:37:14.000 --> 00:37:14.900 with the stakes escalating 00:37:18.000 --> 00:37:18.900 @Peter 00:39:20.000 --> 00:39:20.900 @james, peter.. yes agree. Our Uni mandates 3 assessments! considers micro-submissions as 'cheating' even though students cry out for it 00:39:43.000 --> 00:39:43.900 It could be good to compare the performance of students who submit their assignments timely with those who do so on the last minutes 00:39:50.000 --> 00:39:50.900 assumed digital literacy of our students is a potential issue - especially at this time! 00:40:18.000 --> 00:40:18.900 feedback and response to it being part of the micro-submission 00:40:19.000 --> 00:40:19.900 resubmissions are not so accepted by unis for undergrad - but can be excellent learning opportunities 00:40:24.000 --> 00:40:24.900 1 00:40:26.000 --> 00:40:26.900 1 00:40:28.000 --> 00:40:28.900 1 3 00:40:29.000 --> 00:40:29.900 1 00:40:30.000 --> 00:40:30.900 1 1 1 00:40:31.000 --> 00:40:31.900 3 00:40:34.000 --> 00:40:34.900 Canvas 00:40:35.000 --> 00:40:35.900 2 00:40:37.000 --> 00:40:37.900 2 00:40:39.000 --> 00:40:39.900 3 00:40:40.000 --> 00:40:40.900 3 00:40:41.000 --> 00:40:41.900 Moodle, Blackboard and Canvas are common in australia 00:40:42.000 --> 00:40:42.900 2 00:41:06.000 --> 00:41:06.900 Thanks Mathias 🙂 00:41:10.000 --> 00:41:10.900 Thank You 00:41:13.000 --> 00:41:13.900 👏 00:41:17.000 --> 00:41:17.900 Thank you 00:41:24.000 --> 00:41:24.900 thank you 00:41:32.000 --> 00:41:32.900 do you use Peerwise or similar? 00:42:20.000 --> 00:42:20.900 What's the best citation that describes this approach? 00:43:50.000 --> 00:43:50.900 Tool from Technical University of Dresden: https://passt.mz.tu-dresden.de/ 00:44:02.000 --> 00:44:02.900 would Peermark in Turnitin work for questions that required more of a description in an answer? 00:45:22.000 --> 00:45:22.900 I've seen some good work out of Utrecht Uni (but it was a live session not a presentation) 00:45:38.000 --> 00:45:38.900 *for P2P assessment 00:45:56.000 --> 00:45:56.900 OK, thank-you, lovely 00:45:58.000 --> 00:45:58.900 yes pelase! 00:46:32.000 --> 00:46:32.900 What I am interested in is the feedback that students actually self-generate if you asked them (not the teacher) to make comparisons of their own work with others' submissions or their own work while comparing two others with each other. Missed the beginning of this session so can't make the connection if there was one. 00:48:27.000 --> 00:48:27.900 grading is the first step but if you could engineer this I could tell you how to organise it even in maths, the issue is to help them see the problem solving method underpinning the problems not whether the answer is right or wrong. 00:48:38.000 --> 00:48:38.900 What is the likelihood of using peer grading in assessing essay tasks? 00:48:39.000 --> 00:48:39.900 before people leave - if you can kindly fill our session feedback http://taw.fi/feedback 00:49:07.000 --> 00:49:07.900 mathias.magdowski@ovgu.de 00:49:13.000 --> 00:49:13.900 @florence very good likelihood 00:49:44.000 --> 00:49:44.900 but it needs a strong rubric 00:49:55.000 --> 00:49:55.900 @Florence I have done this for a few years now - it worked very well 00:50:29.000 --> 00:50:29.900 Thank you, would be very happy to have some recommended reading 00:50:33.000 --> 00:50:33.900 get the students to practice the peer reviews in class against the rubric. 00:51:07.000 --> 00:51:07.900 it helps students to think about criteria and standards of their own work. 00:51:20.000 --> 00:51:20.900 Are there any tips in supporting students to internalise the success criteria and to use the rubrics effectively for marking and feedback? 00:51:22.000 --> 00:51:22.900 Or without a rubric and get them to externalise their own rubric. 00:51:43.000 --> 00:51:43.900 @ wendy - i would say "practice" it 00:52:03.000 --> 00:52:03.900 @wendy have a safe place to practice 00:52:22.000 --> 00:52:22.900 with nothing at stake 00:52:40.000 --> 00:52:40.900 there are cultural norms that also need to be considered 00:53:15.000 --> 00:53:15.900 So almost calibration... 00:53:26.000 --> 00:53:26.900 it's like an apprenticeship 00:53:58.000 --> 00:53:58.900 I like that - do it alone - self-generate own criteria - do it again using others criteria - then helps them calibrate own internal criteria 00:54:05.000 --> 00:54:05.900 Thank you for that response! Sound like a standardisation process for students to become expert peer reviewers! Agree, practice makes perfect 00:55:02.000 --> 00:55:02.900 That's a good tip as well, thanks David! 00:55:16.000 --> 00:55:16.900 Before you leave please fill our feedback survey : http://taw.fi/feedback 00:55:33.000 --> 00:55:33.900 no further question your honour 00:55:53.000 --> 00:55:53.900 dankeschön 00:56:02.000 --> 00:56:02.900 Thank you 🙂 Thank you, Mathias. That was fascinating. 00:56:03.000 --> 00:56:03.900 Bitteschön. 00:56:08.000 --> 00:56:08.900 Thank you for presentation. 🙂 00:56:13.000 --> 00:56:13.900 you speak good German 00:56:15.000 --> 00:56:15.900 Before you leave please fill our feedback survey : http://taw.fi/feedback 00:56:20.000 --> 00:56:20.900 Thank you 00:57:19.000 --> 00:57:19.900 Thanks 00:57:20.000 --> 00:57:20.900 https://transformingassessment.com/civicrm/event/info?reset=1&id=145