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The ITEAM Project ( i ntegrating t echnology e nhanced a ssessment

Rolling out institutional technologies – Electronic Voting Systems (EVS) Sharing the lessons from the ITEAM Project: i ntegrating t echnology e nhanced a ssessment M ethods Julie Vuolo and Janet Webber. The ITEAM Project ( i ntegrating t echnology e nhanced a ssessment

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The ITEAM Project ( i ntegrating t echnology e nhanced a ssessment

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  1. Rolling out institutional technologies – Electronic Voting Systems (EVS) Sharing the lessons from the ITEAM Project: integrating technology enhanced assessment Methods Julie Vuolo and Janet Webber The ITEAM Project (integrating technology enhanced assessment methods for improved student support and self-regulation)

  2. Background • Internally funded Assessment and Feedback project 2010-11 • Formulation of Assessment-for-Learning principles • Use of EVS to reduce assessment load and encourage active learning and engagement • Included provision of 3,845 electronic voting handsets across 8 academic Schools • JISC funding provided support for further Assessment and Feedback project 2011-2013 • Schools purchased own EVS handsets 2012 (2975) • Lifecycle – logistics of implementing across an organisation

  3. Decision Phase • Consider pedagogical rationale for use • Decide implementation approach e.g. Top down • Agree type and number of handsets required • Identify training needs • Ensure technical and administrative support in place

  4. Purchase Phase • Identify preferred supplier • Agree pricing framework • Confirm order-to-delivery times • Agree ordering process with procurement teams • Identify delivery point • Request named contact identified for receipt of goods

  5. Distribution Phase • Agree personnel responsible for assigning handsets to students (barcode scanner to EVS database), ensure scanners available, train personnel in use • Agree timing of distribution • Give essential information* to students at point of distribution (EVS info card & EVS info sheet) • Ask Programme Tutors / Module Leaders to signpost students to VLE EVS page using programme and module pages • Ensure re-issued handsets have new batteries and are cleaned before distribution * Essential handset information includes what to do if it is lost and an URL for the EVS web page

  6. Usage Phase • Teaching / Professional staff know how to use the technology • Teachers explain to students how & why EVS is used • Students know to bring their handsets to every class • Students are reminded that misuse of the handset may be construed as academic misconduct • Faulty or lost handsets are replaced using the agreed replacement procedure ** • Students know how to replace handset batteries & to recycle old ones • Test conditions are employed where appropriate • Timing of release of results agreed; errors in reporting identified and rectified promptly • Feedback on tests is timely with opportunities to discuss • Technical support provided by Help Desk; L&T support provided by Learning and Teaching Institute/Champions

  7. Return Phase • A process for return is agreed which includes a specified return point and a return by date • Students are informed in advance (e.g. module handbook, email, verbally) • Module teams re-enforce message • The handset is un-assigned from the student at the point of return • Batteries are replaced / handset cleaned for re-issue • Students who fail to return the handset are recorded as debtors at the discretion of the School • A list of student EVS debtors is sent to the Student Centre by the agreed deadline

  8. Success factors • Doing the ‘journey’ in advance • Identifying key players from pro-VC to goods inward to supplier and manufacturer • Take account of organisational developments/changes • Keep everyone informed • Providing just-in-time support • Expect the unexpected, assume nothing

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