Tracking individual student scores using zappers
April 4, 2011 at 3:30 pm | Posted in hands-on | Leave a commentTags: assessment, summative, zappers
In this university, tutors using zappers distribute the handsets randomly at the start of the lecture. This means that students vote anonymously, which can be a real advantage since it enables more honest answers and ensures that feedback from the tutor is personal and formative – only they know whether they got the question right or wrong.
However, sometimes it might be useful to use zappers to run summative assessments in-class, and my latest screencast show how to achieve this. The tutor needs to create a list of the students’ names which Turning Point can use. During the session, the names on the list are displayed on-screen ten at a time, and students press the matching button when they see their name. This links each handset ID to a specific student and enables their scores to be tracked and recorded.
The tutor also needs to ensure that the questions have scores; each answer choice can have a different score depending on ‘how right’ it is, and negative scoring for incorrect answers is also possible.
Effective Assessment in a Digital Age
March 16, 2011 at 5:02 pm | Posted in educational | Leave a commentTags: assessment, case-studies, JISC
This is the title of a JISC publication (PDF) that brings together the outputs from several JISC-funded projects on assessment. The website includes extended case studies, videos and podcasts.
“The guide draws on recent JISC reports and case studies from different contexts and modes of learning to explore the relationship between technology-enhanced assessment and feedback practices and meaningful, well-supported learning experiences.”
I attended a workshop in Bristol on 3 March which gathered around 60 participants from across HE and FE to debate the topic and find out more about the projects. I was especially impressed by the outputs from the ESCAPE project (Effecting sustainable change in assessment practice & experience) and in particular some helpful diagrams about reducing reliance on high-stakes, end of process assessment, making more of feedback and developing a programme view of assessment.
I also discovered links to a couple more useful projects, REAP and PEER:
- REAP [Re-engineering Assessment Practices] provides examples of assessment and feedback redesign across a range of large first year classes in different disciplines using technology.
- PEER [Peer Evaluation in Education Review] project is a development of REAP and is collating research evidence, literature and examples of good practice in the use of peer processes to enhance learner responsibility and self-regulation.
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