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Paper 99 Can the computerized peer-assessment of digital stories fully assess student subject knowledge?. Dr Phil Davies University of Glamorgan Email: pdavies@glam.ac.uk Twitter: PhilWales. How to use Digital Storytelling?. Life stories using media – Dana Atchley

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Paper 99 Can the computerized peer-assessment of digital stories fully assess student subject knowledge?

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Paper 99Can the computerized peer-assessment of digital stories fully assess student subject knowledge?

Dr Phil Davies

University of Glamorgan

Email: pdavies@glam.ac.uk

Twitter: PhilWales


How to use Digital Storytelling?

  • Life stories using media – Dana Atchley

  • Centre for Digital Storytelling – Joe Lambert <inception 1993>

  • Social Sciences – interleaved with Narrative

  • Capture Wales Project <BBC>

  • How to assess knowledge/reflection/application of ideas/personalization?

  • The student becomes PART OF THE TASK not merely a REPORTER – reports in the 1st not 3rd Person

  • Synthesize ideas then present as if personal

  • THE IMPACT OF MULTIMEDIA


Cynical Essay Scenario

  • GOOGLE RULES OK?

  • Numerous links – actually follow some of them/even make a note of the reference and COPY into references section

  • HAVE TO PUT INTO OWN WORDS OTHERWISE THINK IT IS COPIED – takes approx 2 hours – do it properly!

  • Place in acceptable format – submit it – forget it – count 28 days for turnaround – like/dislike mark – may look at comments – difficult to work out comments/feedback as have forgotten what the essay was about in the first place

  • Did they really understand it?

  • Could they apply their knowledge?

  • Will they remember it for a long time?

  • Have they really thought about the implications of it?

  • Do they know what others in their group think about it?


How would we assess their knowledge?

  • In order for the student to ‘become’ that person they must perform significant background research in order to understand the needs of an individual in that position.

  • The presentation of the story and the associated research links provides a means of evaluating a student’s knowledge. I’ve described this in the past as ‘Technological Role-Play’.


Needs of Marking

  • Self-Assess own Digital Story

  • Peer-Assess others – Criteria and Framework

  • Generate Raw Peer-Assessed Median

  • Check if Under or Over Markers in General

  • Modify their Peer-Markings accordingly

  • Generate a Compensated Peer Average Mark

  • Reward the Peer-Markers for Showing Consistency:

    • Consistently high or low

    • How helpful were peer-comments

    • Were comments and marks provided consistent

  • Remove the Inconsistent Markers from Peer-Mark Generation and Re-Calculate the Peer Generated Average Mark

  • Allow Students to re-submit to tutor for grading after having peer-marked others and also having received peer-feedback not marks

  • Each Digital Story they view will be unique – not copied – personalized –produced Digital Story isNOTanonymous - however marking process is still ANONYMOUS

  • CAPODS – Computerized Assessment by Peers of Digital Stories


How the final mark was generated

  • The final grade (assignment worth 40% of module’s mark) awarded to the students comprised of:

    a) peer generated grade for their Digital Story (15%)

    b) a tutor generated grade for their Digital Story (15%)

    c) a tutor/system generated grade for their consistency shown in marking and commenting (10%).


Colour Blind Digital Story

  • Colour Blind Digital Story: Paul Stokes

  • ‘I never thought about how difficult it was for a student with a visual impairment to do the things on a PC that I find easy – it will really make me think about how I develop my web pages in future’.


EMPOWERING STUDENTS

  • Final Year student this year

    • Scott’s Family DSt – Wanted everyone to know!

  • Produce a digital story <to be peer-assessed> that will demonstrate how you learnt a particular skill (preferably computing)

    • A Student’s (Scott) perspective of studying a course at the University


Questions/Points Are they true?

  • Students don’t copy words – they copy images, audio, video, cartoons, etc

    • Only really matters if they are gaining marks for these images etc?

    • Does a student on writing an essay get more marks for using ‘big words’ or having neat hand writing or producing something that is grammatically correct – should only be if it is an assessable learning outcomes of the module

  • Require media skills to create Digital Stories

  • Not suitable for non-computing students

    • not true as a Digital Story is easily created using Powerpoint – computer literate –> Capture Wales?


Questions/Points Are they true?

  • Can only develop limited range of suitable Digital Stories for Higher Education

    • Anything where we can show the processnot just an end product by use of multimedia

  • Examples

  • Consider how a disability of your choice would affect your use of the web – how could web pages be developed that could make it easier for you?

  • Consider how in the past you’ve learnt a particular skill. Explain how you learnt that skill and then map it to Learning Styles/Theories

  • Consider nursing a terminally ill patient with X, how would you support them – could be modified to you are a terminally ill patient with X, show us what is it like for you?

  • What effect does Global Warming have upon a particular region of Y? => you live in Y, tell me what it it like for you living in this area since Global Warming occurred, etc.


Questions/Points Are they true?

  • Only surface knowledge – spend too much time on media development and not on learning

    • Again related to the marking scheme and module outcomes- same could be said of getting it grammatically correct

  • Students will not peer-assess ‘well’ and will give high marks to their friends

    • Not if they are being marked on their marking ability and consistency – marking is still anonymous

  • Students will not learn how to write essays and reports

    • Is this a learning outcome in ALL modules in HE?


Questions/Points Are they true?

  • Overseas students will be disadvantaged due to poor language skills

    • Easier to hide grammatical and spelling failings using voice/media presentation

  • Students do not learn how to cite references

    • Probably the opposite is true as they must cite using textual banners during the course of the Digital Story


Any Questions – main one > can we view these stories?

http://www.comp.glam.ac.uk/pages/staff/pdavies/DSt/DSt.htm


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