Multimedia Resources
Multimedia Resources
ASKe is pleased to present these creative and imaginative new resources include songs, films, podcasts and case study vignettes. They are designed to be thought provoking and enable the user to develop their understanding of assessment and feedback. There are 17 items with everything from ‘The Assessment Complex’, a film depicting the assessment process as a machine, to ‘Another Tick in the Box’, a song expressing students’ worries about feedback.
As with all ASKe resources their messages are firmly rooted in an evidence base and several of the resources use the words of research participants (staff and students) directly.
The resources were developed in collaboration with Thrift www.thriftmusictheatre.co.uk
Using the resources
Although the resources may be used by individuals they were designed to be a stimulus for discussion in groups or part of a structured programme. They do not seek to be prescriptive about actions to be taken but allow the user to realise some of the issues associated with assessment and consider their own context and choose appropriate initiatives.
Finding the resource you want
The resources are grouped under three broad headings - Assessment; Feedback; and Academic Integrity and Plagiarism. For each resource there is a brief description of its format, content, the intended audience, suggestions about how it might be used and other ASKe resources that link directly with the item.
We hope you enjoy and find them useful. As always, we welcome your feedback.
This is how we would like you attribute the source
When using these resources, we please request that you use each one in its entirety showing all credits and acknowledging this website as the source. If you have any queries in this regard, please email Nicola Ranjit at nranjit@brookes.ac.uk.
Assessment
Resources here reflect the ASKe key messages which are evidence based and address fundamental issues in assessment.
The Assessment Complex
Runtime: 3:56min Size: 2.38GB
A film depicting the assessment process as a machine but not one that is systematic and predictable.
Use this with all staff and students to illustrate and stimulate discussion on the complexity of assessment, the need to see it holistically rather than incrementally and the many 'hidden' factors that are not immediately apparent to many involved in assessment processes. This film could form the foundation for use with all other resources in the series.
See also:
Joint Responsibility
Runtime: 3:22min Size 1.49GB
How effective assessment is linked to joint responsibility. This film uses cartoon and vox pop style footage to show the importance of shared responsibility for making assessment effective. Not everyone recognises joint responsibility for assessment but it can be engendered through engagement in self and peer assessment.
Use this to challenge student and staff preconceptions and commonly held views of assessment purpose and process. If participants in the assessment process misunderstand how it works and the role they play it is likely that the whole thing is undermined. Use it to discuss the relationship between assessor and assessed. A discussion of assessment for learning can be built from this resource.
See also:
Finding out about quality
Runtime: 2:55min Size 39.4MB
What are you here for? This animation focuses on the need for students to understand the nature of quality work through a range of sources.
Use this to prompt students to use opportunities available to them to develop their understanding of quality.
See also:
Importance of interactions
Runtime: 5:40min Size: 2.57GB
How interactions enhance your learning experience. This drama documentary style film demonstrates the need to be aware and open to interactions in the learning environment in order to improve learning, assessment performance and satisfaction.
Use this to raise student awareness of the benefits of engaging in the learning community to achieve personal benefits (e.g. greater engagement leading to better performance and satisfaction) and community benefits (more effective and rewarding environment). It could also be used to stimulate discussion with staff about the importance of involving and engaging students. It could be used in conjunction with the assessment complex. Stimulate discussion at staff-student events focused on student satisfaction/student engagement/building community.
See also:Assessment and feedback - dialogical and relational
Runtime: 4:42min Size: 2.06GB
How understanding and exploiting the relational and dialogical nature of feedback leads to effective student engagement and learning. This film follows a piece of assessed work going from assessor to the student to show the 'distance' it travels between tutor and student. It highlights the critical importance of the relational dimension of assessment (between learner and their work and the learner and the assessor) and the opportunities for dialogue to support it. It provides ideas about supporting dialogic processes.
Use this to stimulate staff to introduce and develop opportunities for dialogue that will engage all students. Use in conjunction with the film on joint responsibility to develop student understanding of their responsibility in the assessment and learning process.
See also:
The importance of being assessment literate
Runtime: 3:35min Size: 1.23GB
This film highlights the need for students to learn a range of academic skills and understandings to support their learning. In particular it focuses on the development of assessment literacy which will allow assessment participants (staff and students) to make a significant difference to assessment effectiveness, engagement and performance.
Use with students to encourage them to see understanding the assessment process as an important part of their approach to learning. Use with staff to encourage recognition of how students' assessment literacy can improve their learning and to highlight the role staff can play in developing student assessment literacy.
See also: 123 Leaflets
Assessment Standards
Runtime: 4:36min Size: 2.1GB
How actively using assessment standards is a great way to become better acquainted with them. This film demonstrates the effects of seeking to understand and using assessment standards as an aid to learning and producing quality work.
Use with students to encourage them to understand the quality of work expected of them. It could be used in conjunction with Assessment literacy to demonstrate a very important aspect of literacy. In addition, the 123 leaflet "Improve your students' performance in 90 minutes!" provides a short activity to use with students to develop their understanding of standards.
Use to give staff an insight into the support student might need to help them to learn and produce better work.
See also:
Integration of assessment within a programme
Runtime: 2:58min Size: 1.34GB
How coherent and integrated assessment and feedback processes support student learning. This film first illustrates the student experience of disjointed assessment and how programmes with a clear focus support student learning
Use with programme teams to emphasise the need for coherent course planning and implementation and review. It could provide an introduction to exploring ideas about how to plan the progression and scaffolding of student learning and development within programmes.
See also:
Feedback
These resources focus on improving the effectiveness and engagement with feedback. They draw on a wide evidence base and, sometimes, directly from research data.
Spotting feedback
Runtime: 2:24min Size 99.8MB
This animation depicts the different purposes that feedback may have. Each type of feedback is depicted by an animated character and illustrates differences between types.
Use this to raise students' awareness of the complexity of feedback, particularly that it may have purposes that they do not recognise or seek to use. Use with staff to encourage them to identify for students what they should take from their feedback in particular instances e.g. correction of technique/method or diagnosis of where student needs to do further work.
This is the Girl
Runtime: 1:59min Size 45.9MB
This montage and verse takes a long term view of the effects of feedback and its main message of engagement is key.
Use this to raise student awareness of the importance and potential effect of feedback. Use to stimulate discussion about the relevance of feedback both in the short and long term.
Work Together
Runtime: 3:28min Size 65.5MB
This illustrated song is from the student perspective. It includes reference to insecurities around learning and difficulties in engaging with feedback but its key message is an acknowledgement that students need and want to work with tutors to develop their learning.
Use this with staff to illustrate the student viewpoint on the need to work with students to help them understand their feedback and progress.
See also:
Another Tick in the Box
Runtime: 3:13min Size 82.1MB
This song expresses students' worries about feedback and the importance of their relationship with staff for engagement and learning.
Use with staff to stimulate discussion about the student perspective and insecurities of the assessment and feedback processes. The words are open to different interpretations which draw out staff beliefs about students' attitudes and approaches which can be discussed.
The following vignettes use the words of staff and students to portray their perspectives on each other and how well feedback processes work.
Lecturers' perspectives
Runtime: 0:56min Size 32.9MB
Quotes from research data that portrays some staff viewpoints on student approaches and perspectives.
Use with students while discussing the nature of feedback and its importance.
See also:
Zara
Runtime: 1:05min Size 52.4MB
Vignettes comprising voices and words provide the perspectives and ways of engaging with feedback of individual students.
Use to illustrate student perspectives that may not always be understood by staff within a session exploring ways to improve engagement with feedback.
See also:
Tariq
Runtime: 3:22min Size 1.49GB
Vignettes comprising voices and words provide the perspectives and ways of engaging with feedback of individual students.
Use to illustrate student perspectives that may not always be understood by staff within a session exploring ways to improve engagement with feedback.
See also:
Freya
Runtime: 0:42min Size 14.9MB
Vignettes comprising voices and words provide the perspectives and ways of engaging with feedback of individual students.
Use to illustrate student perspectives that may not always be understood by staff within a session exploring ways to improve engagement with feedback.
See also:
Academic Integrity and Plagiarism
There are many resources available addressing the management of cheating (see links below for examples). The resource here is focused on plagiarism and is intended, largely, for Oxford Brookes students as it refers to that institutional context. However, its general advice may be useful to other students.
Worried about Plagiarism
Worried about Plagiarism (mp3)
Transcript
Anne O'Dwyer interviews Lindsay Williams, Senior Lecturer and lead Academic Conduct Officer (ACO), in the Business School at Oxford Brookes University, to discuss student concerns about plagiarism and helps dispel any worries students may have regarding plagiarism. The interview contains useful tips, helpful information on the use of Turnitin and details the process to be followed should a breach of the regulations thought to have been made.
Use this to stimulate student discussion about what constitutes plagiarism and how to avoid it.
This will be of use to students who need to understand their responsibilities in relation to academic integrity.
Staff, see also:
- Reduce the risk of Plagiarism in just 30 mins!
- Using Turnitin to provide powerful formative feedback
Other resources:
