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HTML
174 lines
8.8 KiB
HTML
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<!DOCTYPE html PUBLIC "-//W3C//DTD HTML 4.01 Transitional//EN">
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<html>
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<meta http-equiv="content-type"
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content="text/html; charset=ISO-8859-1">
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<title>Another Assignment Overview</title>
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</head>
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<body>
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<h2> Another Assignment Module</h2>
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<br>
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<div style="margin-left: 40px;"> "Assessment is the most powerful lever
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teachers have to influence the way students respond to courses and
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behave as learners"<br>
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</div>
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<br>
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<div style="text-align: right; margin-left: 80px;"><small> from Graham
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Gibbs, "Using Assessment Strategically to Change the Way Students Learn"
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in "Asessment Matter in Higher Education, edited by Sally Brown and
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Angela Glasner, OU Press, 1999</small><br>
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</div>
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<br>
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<h3>Overview</h3>
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This new module enables the teacher to set up a controlled assignment
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which encourages students to become more critical of both their own work
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and that of others. In its standard form, the module usually begins with
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a preparatory phase where the teacher sets up the assessment criteria.
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These will depend on which assessment strategy the teacher decides to
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use for the assignment. There are four separate strategies:<br>
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<ol>
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<li><b>No grading:</b> In this type of assignment the teacher is not
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interested in quantative assessment from the students at all. The
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students make comments of the pieces of works but not not grade them.
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The teacher, however, can, if desired, grade the student comments.
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These "grading grades" form the basis of the students' final grades.
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If the teacher does not grade the student assessments then the
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assignment does not have any final grades. </li>
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<li><b>Accumulative grading:</b> This is the default type of grading.
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In this type of assignment the grade of each assessment is made up of
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a number of "assessment elements". Each element should cover a
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particular aspect of the assignment. Typically an assignment will have
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something between 5 to 15 elements for comments and grading, the
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actual number depending on the size and complexity of the assignment. A
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peer assignment with only one element is allowed and has a similar
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assessment strategy to the standard Moodle Assignment.</li>
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<li><b>Error Banded Grading:</b> In this type of assignment the
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submissions are graded on a set of Yes/No scales. The grade is
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determined by the "Grade Table " which gives the relationship between
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the number of "errors" and the suggested grade. For example an
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assignment may have six significant items which should be present, the
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Grade Table will give suggested grades if all are present, one is
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absent, if two are absent, etc.</li>
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<li><b>Criteria Grading:</b> This is simpliest type of assessment to
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grade (although not necessarily the most straightforward to set up).
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The submissions are graded against a set of criterion statments. The
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assessor choses which statement best fits the piece of work. The grade
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is determined by a "Criteria Table" which gives the suggested grade
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for each criterion. </li>
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</ol>
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Next the teacher submits a small number (probably between 5 and 10)
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example pieces of work. These most likely have been gleaned from
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previous cohorts and should probably include both good and poor attempts
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at the assignment.<br>
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<br>
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Lastly the teacher assesses these examples using the "grading form" set
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up for the asssignment. The teacher's assessments are there to guide the
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students when they start the assignment.<br>
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<br>
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With these three sets of items in place, the assessment elements (and
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possibly the associated grade table), the example assignments and the
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specimen assessments, the assignment can be opened up to the students.
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The students' first task is usually to assess a selection of the
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example assignments. As these assessments are produced the teacher
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reviews them and, if satisfactory, the individual students are allowed
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to progress to the next stage. The teacher may ask a student to
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re-assess one or more of the example assessments. This should be easy to
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do as once an example assignment is assessed the student is able to view
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the teacher's "specimen" assessments. This loop is basically there to
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check that the weaker students are aware of the specimen assessments and
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have looked at them.<br>
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<br>
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At the end of this initial stage the students should have a fair idea
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of what the assignment is about and how it is being assessed. They are
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now allowed to submit their own work. This is not a fixed milestone,
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each student will reach this second stage independently. With all the
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inital assessments graded the teacher can sit back and let the module
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run until the deadline date.<br>
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<br>
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The module can be set up to allow single submission or multiple
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submissions. Depending on this setting, the student' first submission is
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either their first draft or their only attempt.When the students have
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submitted work they are asked to assess work from the other students.
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They are also shown the assessments of their own work by the other
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students. However, they must do at least one assessment before they are
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shown the peer assessments. When the assignment allows resubmission the
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student may, in the light of the feedback, revise their work and submit
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a new copy for peer assessment. The peer assessment of student
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submissions continues until the deadline date is reached.<br>
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<br>
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The teacher now has several choices. The module allows a flexible
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approach to calculating the final grade for the students. In fact, the
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final grade can be a teacher-defined combination of:<br>
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<ol>
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<li>The teacher's grade of the (final) submission</li>
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<li>The average peer grade of the (final) submission</li>
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<li>The student's grading performance</li>
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</ol>
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Obviously if (1) is to be included then the teacher has to assess the
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student submissions after the deadline. There is no real need for the
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students' assessments produced during the peer asessment phase to be
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graded by the teacher. The module can assess the quality of these
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assignments by internal comparison. This is probably just as well as the
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number of assessments generated at that phase could be quite large even
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for reasonably sized classes. The final phase of the module is the
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release of the final grades to the students.<br>
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<br>
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Thus the module normally runs through four phases:<br>
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<ol>
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<li>Set up</li>
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<li>Student assessment of the example assignments, submission of work
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and peer assessment</li>
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<li>Calculation of final grades</li>
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<li>Release of final grades</li>
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</ol>
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And there's a single deadline occurring between phases 2 and 3.<br>
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<br>
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<h3>Variants</h3>
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That describes the "standard" assignment which this module supports.
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The module also lends itself to a few other types of assignment. For
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example, a "case study" assignment can be handled where the teacher
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sets up a number of scenarios for the students to comment on. Here there
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are no student submissions the teacher simply grades the students
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responses to each scenario and uses those to calculate the final grades.<br>
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<br>
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A second example using the module in an abbrieviated way is as a simple
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peer assessment assignment. Here the teacher sets up the assessment
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elements but does not submit any example assignments and the students go
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straight in to the peer assessment phase, possibly going where no class
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has boldly gone before!<br>
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<br>
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For certain assignments the teacher may decide that the example
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assignments would simply lead the students into doing a cut-and-paste
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exercise to produce their assignments. Here the initial assessment phase
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would be better performed on a set of examples from a related subject
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rather than those directly pertaining to the particular assignment. In
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this way the students are shown what is expected of them and how it is
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being assessed but "the cat is still in the bag" so to speak. Careful
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monitoring of the assignment would be necessary else many students, not
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reading the instructions, would reproduce the examples rather then the
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required assignment.<br>
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<br>
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The module can also be set up to ask the students to asssess their own
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work. That is instead of peer assessment the assignment becomes one
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involving self assessment. Here it is likely that the teacher would
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grade the (self) assessments make in the second half of phase 2 and
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include these grades in the final grades.<br>
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<br>
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<h3>Conclusion</h3>
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Thus the module is quite flexible while still being relatively easy to
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set up and run. The module has been keep purposely simple. For example
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it does not allow the students to enter into an assessment - reply -
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assessment cycle during the peer assessment phase. If that
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sophistication is required then the Peer Graded Assignment module should
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be used. Other technical restrictions are that the submitted assignments
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are limited to a single file, that is although multiple submissions are
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allowed each submission can only be just one file. The files themselves
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are limited to a prediefined size and the module does not support links
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to external pieces of work.<br>
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<br>
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Ray Kingdon <br>
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April 2003<br>
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<br>
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</body>
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</html>
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