Developing a system function future state for online management of assessment

Developing a system function future state for online management of assessment

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  Developing a systemfunction future state for online management of assessment Stuart Hepplestone and Scott Porter Sheffield Hallam University, UK1
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  Workshop schedule 13:40-13:45 (5mins) Welcome 13:45-13:55 (10 mins) Presentation: Assessment Journey Programme 13:55-14:10 (15 mins) Activity: vision and lifecycle 14:10-14:25 (15 mins) Presentation: technical model 14:25-14:45 (20 mins) Activity: key developments 14:45-14:50 (5 mins) Presentation: stakeholder benefits 14:50-15:05 (15 mins) Activity: implications for your role 15:05-15:10 (5 mins) Final thoughts and questions 15:10 Session end 2
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  Workshop outcomes By theend of this workshop, participants will: • learn how the Assessment Journey Programme at Sheffield Hallam University is delivering a seamless and improved assessment experience • consider how the accompanying assessment lifecycle and technological future state model reflects that of their own institutions • deliberate how Blackboard might realise the future state for online management of assessment • consider the potential implications of online management of assessment for their own role 3
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  About Sheffield HallamUniversity 4 • One of largest universities in the UK • Over 33,000 students (26,000 undergraduate and 7,000 postgraduate students) • Over 2,100 academic staff • 4 teaching faculties covering 18 academic departments • Over 700 courses
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  Assessment Journey Programme •Will investigate, define and deliver the changes needed to provide a seamless and improved assessment experience for students and staff, as well as improving the operational effectiveness of assessment delivery • Delivered over 3 years • Two deliverables: – Assessment Design and Delivery (ADD) – Online Management of Assessment (OMA) • Executive sponsors: – Deputy Vice-Chancellor – Secretary and Registrar 5
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  Assessment Journey Programme Willsupport the University Strategy and delivery of an excellent educational experience by: • delivering clear and accessible guidance and information around assessment design, marking and feedback • providing a view of upcoming assessments for the academic year • online submission and receipting of assessments • publishing feedback and marks online • delivering an integrated technical model for single mark entry • providing access to a course view of feedback and assessment outcomes 6
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  Vision and lifecycle 7 Assessmentis recognised as an integral part of the University strategy Assessments are designed around clear learner focused principles Expectations for assessment are clearly set around what is required, how work will be assessed and when this will be submitted The assessment experience for students and staff is clear and coherent, providing integrated processes and one point of access for assessment related information Students will primarily submit work online and will have access to all feedback and their marks, online from a single point of access Feedback tools and resources are made available that support staff to generate useful feedback for students quickly and consistently Marking criteria and practice is clear, fair and transparent Assessment processes are effective and efficient and activities are automated as far as possible There is single mark entry and a single authoritative data source for marks and assessment data Systems and processes should be intuitive and guide students, academic and professional services staff through the entire assessment cycle Lifecycle adapted from, and attributed to, Manchester Metropolitan University http://www.celt.mmu.ac.uk/assessment/index.php
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  Timescale for implementation 8 AcademicYear 2015/16 Formal introduction of the Assessment Design and Delivery Framework across the University: this will be implemented in advance of any formal policy on online submission and feedback to enable staff to align assessment practice with the framework's guidance and move towards managing assessment online. Academic Year 2016/17 Implement online management of assessment including submission and feedback to levels 4 and 7 (plus existing/early adopters for levels 5 and 6). Academic Year 2017/18 Implement to all other levels. • Implementation strategy considers any changes in policy needed to deliver online submission and feedback • Policies to be developed in tandem with changes to practice, delivery and management of assessment – ‘pathway to policy’
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  Activity 1: visionand lifecycle 9 • In small groups, discuss how the vision and lifecycle reflects the assessment process at your institution: (10 mins) 1. is there anything in our vision and lifecycle that is different from your process? 2. is there anything in your process that is missing from our vision and lifecycle? • Share any comments or thoughts (5 mins)
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  Technical model 10 • SITSand Blackboard-based architecture. Additional reporting elements via the data warehouse • Incremental developments • Work is also dependent on more detailed data being set up in SITS • Main functions of the model will be developed in partnership with students and staff and will consider practice, policy, process and organisational design
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  Technical model: keydevelopments 11 • Assessment portal: – students should be able to see upcoming tasks and results of completed tasks in a single view • Data into SITS: – determine data required to update systems and automate processes – auto-creation of Blackboard sites and assignment submission points. What about extensions management, referrals and deferrals? • Integrated text-matching: – all text-based summative submissions to be automatically checked for originality • Receipting: – online submissions receipted using Advanced Receipting Building Block – but for offline?
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  Technical model: keydevelopments 12 • Print to mark – service provided for academic staff who do not wish to read student work on-screen • Batch upload – tool to bulk upload electronic feedback files to the Blackboard Grade Centre • Mark transfer – marks inputted into the Blackboard Grade Centre are automatically transferred to SITS • Reassessment – transfer of information from SITS to create a new submission point in Blackboard for affected students
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  Activity 2: keydevelopments 13 • Consider the key development from the technical model given to your table • Discuss and describe: (15 mins) 1. The requirements 2. The benefits 3. The risks or issues 4. Any decisions to be taken • Share the main requirements, and one key benefit, risk and decision (10 mins)
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  Activity 2: keydevelopments 14 • Assessment portal: – students should be able to see upcoming tasks and results of completed tasks in a single view • Recording offline submissions: – confirmation process that work submitted offline has been received • Print to mark: – service provided for academic staff who do not wish to read student work on-screen • Batch upload: – tool to bulk upload electronic feedback files to the Blackboard Grade Centre
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  Benefits for students •Consistent assessment experience between modules • Improved visibility of upcoming assessments and electronic deadline reminders • Clear guidance and framework to provide understanding of, and confidence in, the assessment process • Reduced printing and travel costs • Eliminates dual submissions • Access to marks and feedback from a single location • Automatic receipting of online submission of assessments • Work is stored securely and backed-up • Improved clarity and understanding of feedback • Meeting student expectations – everything online 15
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  Benefits for academicstaff • Assessment guidance to support assessment design and delivery across modules, courses and programmes • Principles, guidance and tools to enable innovation of practice • Automated Blackboard site set up and creation of assignment submission points • Immediate access to submitted assessments • Convenience of not having to collect or carry large quantities of paper • Convenience of electronic filing and security of having work backed up online • Ability to moderate marks online • Being able to perform text-matching checks in the same environment as marking • Provision of appropriate equipment and technologies to support electronic marking: – Marking Practices and Preferences Survey 16
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  Benefits for professionalservices staff • Reduction in managing, receipting, sorting and returning physical submissions • Reduction in student queries resulting from clear and accessible assessment guidance and framework, and confidence automatic receipting of assessment submissions • Single mark entry via Blackboard reduces time, and potential error, in entering marks into the student record system (SITS) 17
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  Activity 3: implicationsfor your role 18 • Considering the vision and lifecycle, the technical model, and the benefits ... ... what would be the implication of implementing online management of assessment for your role (5 mins) • Discuss with your table ... (5 mins) • ... and for each role identified on your table share the key implication with the wider group (5 mins)
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  Communication and engagement •Our attendance at departmental, subject group/course meetings ... • ... their attendance at standing meetings and groups • Regular newsletter • Contribution via faculty programme and project contacts • Engagement in topic-specific workshops and discussion papers • Student focus groups • Academic champions and case study contributions • Marking practices and preferences survey 19
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  Any questions? • Contact: –Stuart Hepplestone [email protected] – Scott Porter [email protected] 20