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Similar a Audio feedback in quiz activity for number skills development (updated June-2010)
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Audio feedback in quiz activity for number skills development (updated June-2010)
- 1. eAssessment innovations in HSC Ingrid Nix COLMSCT CETL Teaching Fellow, HSC Faculty briefing 24th February 2010
- 2. Highlighting innovation in Faculty programmes: K101 Understanding health and social care
- 3. ‘ learning a way of talking about the world in numerical terms’ ‘ The purpose of each quiz – to get your mind tuned in, so that you are ready to listen to the way tables & charts are talked about and the way conclusions are drawn from them.’ (K101 course text, Bl1, Unit 4 Activity 3) Developing number skills on K101
- 5. Formative – DVD-ROM activity link to quiz Context links to quiz
- 6. Formative – DVD-ROM activity Correct answer triggers feedback (audio + animations explaining the answer)
- 7. Audio Feedback: ‘…What do the numbers on the left tell you? They go up in twenties and the red line …’ Animation enhances explanation
- 8. Summative online Moodle Quiz
- 11. Gradebook: for tutors After cut-off a score shows student has submitted Lack of score shows student needs chasing for next iCMA Average across 3 iCMAs Compare TG average with cohort average
- 15. Cohort averages viewed in Gradebook K101 08J K101 09B
- 17. Students not engaging – K101
Notas del editor
- I’m going to start by showing you a course based and a programme based example of formative and summative iCMAs, giving you a sense of the types of learning experiences we can now create for HSC students. In K101 numbers skills are introduced at regular intervals while students are engaged in study using the DVD-ROM. The purpose of the number skills activities is…… The course text explains the purpose of each quiz…to….
- There are 5 quizzes covering a range of topics using a range of charts. For instance… 41 - households receiving home care 43 – incomes for households 44 – residential Care home places 42 – self-reported illnesses 45 - households sizes As we know the significance is here how to develop number skills on a level one course where many students might find this either a dull or challenging prospect but where nonetheless it is important to engage students, especially as this course is the entry point to the HSC degree programmes.
- So how do we engage the students? In this example, students are working on the topic of measuring health , and about to start exploring this in relation to life expectancy . They’ve already engaged in a number of other activities using audio and video. While students are still working on the DVD-ROM, without having to switch to working online, they engage in formative quiz activities.
- The quiz opens, revealing a scaffolded approach, suitable for Level One students. The intention is that students will work through the sequence of 10-12 questions in a few minutes in one sitting. Each question is seen as a formative learning opportunity for those students who are weaker and need their confidence building. On identifying the correct answer an audio commentary is triggered and an animation accompanies it. The motivation to find the correct answer is therefore strengthened, as further teaching follows, in some cases providing quite a bit extra information. The level of detail provided is such that even more confident learners are likely to find it quite interesting, perhaps justifying what otherwise might appear as quite a linear, controlling route through the sequence.
- To play demo: correct answer = C. Dvd-rom start on Ingrid’s laptop: file:///C:/Documents%20and%20Settings/ij79/My%20Documents/1Work/courses/k101/2008/K101%20DVD/DVD/u8_act7_task1.htm Quiz start: file:///C:/Documents%20and%20Settings/ij79/My%20Documents/1Work/courses/k101/2008/K101%20DVD/DVD/u8_act7_task1_quiz.htm Block 2 unit 8 activity 7 task 1 The audio commentary gives a detailed explanation. The animation illustrates dynamically the words of the speaker, adding another dimension of visual meaning to the lines and figures in the charts. This additional ‘layer’ plus the human voice talking it through in more detail, gives extra support in what might otherwise be a daunting task.
- When the time comes to engage in the summative iCMA, students are prompted by the study calendar to go to the online version of the quiz. Students have 5 questions on the same areas practiced in the quizzes with the same charts which they’ve already spent time interpreting. They are therefore expected to be able to answer the questions easily as a result here, which of course have slightly different tasks. Students have one attempt per question with no feedback, so it resembles a test. They can do questions in different sittings in any order. At the end of completing the final question they submit it.
- We’ve heard about what students may be learning from iCMAs. But what about CTs and ALs or the wider academic communities?
- CTs to determine degree of support: during formative following summative check which individual Qs caused students problems see what exact answers students input
- We’ve heard how using gradebook it is possible to monitor student engagement with iCMAs . The CT become involved at score approval stage when the Results tab in Moodle Quiz gives access to information focusing on the test performance – including how each question helped sort good students from weak students. and potentially after presentations have been completed the CT may decide to do more analysis to compare engagement and performance – for example the year after edits were carried out, results may change.
- The lavender colour indicates student who achieved a mark of 100%. Maroon indicates students who achieved 80%. Cream indicates 60%. We can see that in most iCMAS over 80% of students were in the top two grades. This reflects the course rationale, namely that students do well and experience a positive sense of what they do know .
- In terms of first presentations and subsequent ones, it is always helpful and reassuring if you are able to check statistics for things like how many students are engaging and submitting, and how many students you may be missing. (The averages in the previous chart don’t include the all the students as there are some who are not submitting .) This may be to: spend study time on other priorities forego the marks to save time for something else Avoid a less appealing or challenging activity We can see that the trend in both courses is that for iCMA41 the submission rate is about 83 and 82 % and then on both courses it drops gradually for each iCMA to 71 and 67% respectively.