Manifesto for Teaching Online – Transforming Assessment

This is one of the statements from the Manifesto for Teaching Online (Clara O\’Shea, 2012) discussed during the presentation: Assessment and the Manifesto for Teaching Online. This was the start of the online Transforming Assessment  webinars series – Rethinking assessment in a participatory digital world – Assessment 2.0. A recording will be available soon on the site.

In this project researchers from the University of Edinburgh investigated writing, assessment and feedback practices in a MSc in E-Learning programme. Students used blogs and wikis for their writing, some was peer-assessed once the students became familiar with how to blog. Clara  also said during her presentation that seeing how others are developing their arguments gives a better sense of how the ideas are unfolding. Feedback has an important role in this process. Affirming feedback as well as questions encourages students to respond more analogically – reflectively.

I also like another statement: \”A routine of plagiarism detection structures-in a relation of distrust.\” Clara believes that students need to be taught how to write well and cite correctly, and a culture of blame is not helpful. She also mentioned that the design of the assessments is key in preventing plagiarism I have to say that I agree. Clara wants us to take the Manifesto apart and discuss the statements….feedback in my opinion needs to stimulate critical thinking and extend students\’ knowledge and that is why I believe in giving formative feedback on summative assessments. It takes more work but the students are more likely to learn and develop a deeper knowledge of the concepts….more so than they might by just passing.