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Similar a Building model exam answers using Sharepoint
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Building model exam answers using Sharepoint
- 1. Using SharePoint in a flipped classroom Dr Elliot Freeman Senior Lecturer in Psychology
- 2. Problems Ever increasing student numbers • Students lost in the crowd • Challenging to provide sufficient individual guidance and feedback ⇾ Poorer performance, demotivation and lower student satisfaction, ⇾ Poorer student survey ratings for feedback quality and ’sense of community’ Desirable • Smaller group teaching with individual contact with students • Communal activities • rapid formative feedback and guidance for improved performance • meaningful assessments for fast grading But…
- 3. that all sounds like more work!
- 4. 1. Traditional lecture 2. + Short-answer question assessment 3. + ‘SharePoint’ workshops •Collaborative groupwork •Task: answer SAQ’s •Instant feedback and sharing •High-quality model answers •Guided revision / exam practice ‘flipped Sharepoint classroom’
- 5. Context 2018: Programme-wide assessment changes • Avoid redundant assessments • Before: class test and exam • Now: Either coursework or exam Challenges • Probe sufficient breadth and depth in a single assessment • Maintain student engagement • Combine different assessment styles
- 7. Short-answer questions (SAQ) SAQ (‘mini essays’) - Probe understanding of broad range of specific topics • Suited to technical topics - Demands concise and informative writing • Relevant to longer assessment formats • Transferable skills: professional writing and communication - Very fast to grade
- 8. Sharepoint workshops Format and session objectives • Weekly small-group workshops • Practice unfamiliar SAQ format • Guide revision of specific topics Outcomes • Practice exam technique • Embed understanding • Increase student engagement students’ answer, written in class
- 9. Sharepoint workshops Protocol • Divide class into groups (3-5 students) • Present each SAQ on screen and briefly discuss • Each group answers one question, under supervision • All edit the same document • Projected to front of class • Feedback to group, revise text, • Present text to class and discuss • Share to all students on module
- 10. Locate file in your OneDrive Share file Allow editing Copy link Setting up the shared document
- 11. Post link to Moodle forum Display and co-edit in class Setting up the shared document
- 12. Outcomes Time invested paid back • Better exam performance * • Better module evaluations • Greater student engagement • Reduced marking • High-quality model exam answers, written by students for students only a sub-sample of workshop attendees who were identified
- 15. Reflection ▪ Enjoyable and productive sessions • More fun than lectures! ▪ Sharepoint facilitates • rapid co-authoring • instant feedback • sharing of high-quality model answers to whole class ▪ Opportunity for team building and social interaction • may reinforce culture of participation and engagement • may improve ‘Learning Community’ ratings on USS • output demonstrates to non-attendees the potential benefits of participating more ▪ Practicability • Short-answer questions maybe better for technical topics • Not every student needs a device if they work in teams • Perhaps best for medium-sized groups • Could in principle scale up to larger classrooms / lecture theatres • e.g. several teams could compete to produce best answer to the same question
Notas del editor
- Using SharePoint in a flipped classroom Dr Elliot Freeman, Senior Lecturer in Psychology With the current trend of ever-increasing undergraduate student numbers, individual students can become lost in the crowd, while the assessment workload makes it difficult to provide sufficient feedback on their performance. In this session I will share my experience of implementing one possible ‘flipped classroom’ solution to this, empowered by ’SharePoint’ technology. To reduce workload I replaced some traditional exam essays on my second-year Visual Perception module with short-answer questions; to coach students on this new format and increase engagement, I provided new weekly workshops. In these workshops students discussed and then co-authored practice answers to short-answer questions based on topics introduced in the previous lecture. After a brief class discussion of the topic, students collaborated in small groups, writing their answer into a single SharePoint Word document. This document was easy for students to access and edit in a web-browser. The document was projected to the front of the class and updated in real time, then discussed in class and if necessary revised. SharePoint enabled different groups to work simultaneously on different answers, and to then get instant feedback that could be shared around the class. The resulting final document was then shared weekly to all students on the module as a comprehensive set of model exam answers. These sessions were fun and highly productive, and students loved it (as evidenced by their module evaluations). They provided a regular opportunity for focused revision, plus formative feedback and exam skills training. I found that the time invested in these seminars paid back as a reduction of marking, better exam performance in those who attended, and higher student engagement and satisfaction.
- With ever increasing undergraduate student numbers, individual students can become lost in the crowd, while the assessment workload makes it challenging for lecturers to provide sufficient individual guidance and feedback on students' performance. This may lead to poorer performance, demotivation and lower student satisfaction, evidenced by lower student survey ratings for feedback quality and ’sense of community'.
- In this presentation I will share my experience of implementing one possible ‘flipped classroom’ approach to addressing these problems, using (1) short-answer questions combined with (2) collaborative group-work empowered by ’SharePoint’ technology. Microsoft Sharepoint provides a cloud-based platform for co-editing a shared document, with instant synchronisation across users.
- The present innovations came about in the context of a programme-wide change of assessments for BSc Psychology. The aim was to avoid redundant assessments, and marking workload, by requiring only one assessment per module, rather than coursework plus an exam. This created the challenge of probing taught material with sufficient breadth and depth. For exam-only modules students might tend to question-pick and skip lectures, if there is no interim class assessment.
- To reduce assessment workload I replaced some of the traditional exam essays on my second-year Visual Perception module with a set of guided short-answer questions.
- SAQ mini-essays provide an opportunity to demonstrate knowledge and understanding of broad range of specific topics, and answers can be graded very rapidly. The emphasis on conciseness and informativeness exercises academic skills that are relevant to longer assessment formats, and are transferable to professional writing and teaching.
- To coach students on this unfamiliar format and increase student engagement, I provided weekly Sharepoint workshops. In these workshops students discussed and then co-authored practice answers to sample short-answer questions based on topics introduced in the previous lecture. After a brief class discussion of the topic, students collaborated in small teams under my supervision, writing their answers into a single SharePoint Word document. This document was easy for students to access from a Moodle weblink, and edit in a web-browser. It was continually projected to the front of the class, and updated in real time. SharePoint enabled each team to work simultaneously on a separate part of the document, and to then get instant feedback that could be shared around the class. When complete, each team’s contribution was read out and discussed with the class, with critical attention to its content, clarity and conciseness; if necessary it could then be then quickly revised. The resulting final document was shared weekly to all students on the module, providing a set of high-quality model answers. Thus non-attending students could benefit too, while witnessing the potential advantages that could be enjoyed by participating more actively.
- To coach students on the unfamiliar SAQ format and increase student engagement, I provided weekly Sharepoint workshops. In these workshops students discussed and then co-authored practice answers to sample short-answer questions based on topics introduced in the previous lecture. After a brief class discussion of the topic, students collaborated in small teams under my supervision, writing their answers into a single SharePoint Word document. This document was easy for students to access from a Moodle weblink, and edit in a web-browser. It was continually projected to the front of the class, and updated in real time. SharePoint enabled each team to work simultaneously on a separate part of the document, and to then get instant feedback that could be shared around the class. When complete, each team’s contribution was read out and discussed with the class, with critical attention to its content, clarity and conciseness; if necessary it could then be then quickly revised. The resulting final document was shared weekly to all students on the module, providing a set of high-quality model answers. Thus non-attending students could benefit too, while witnessing the potential advantages that could be enjoyed by participating more actively.
- I found that the time invested in these seminars paid back by reducing marking, while improving exam performance in those who attended, and increasing student engagement and satisfaction. It is hoped that co-learning methods like this, if rolled out more widely, will promote a more interactive and sociable culture of learning and a stronger sense of community.