This section reports on the findings relating to
the impact of networked learning on teaching, learning and assessment.
The interview questions focused on the impact of
networked learning on the role of the teacher, pedagogy, the development
of teaching
materials, the role of collaboration and discussion, and the
student experience.
The evidence suggests that the introduction of networked
learning has had a very limited impact on assessment practices.
All the institutions, except F10 and H7, reported some use of computer-assisted
assessment (CAA) for formative assessment, mainly through the use
of online quizzes, but institutions appear to make less use of
online summative assessment although there is some evidence that
it was being used for computing and skills assessment. There is
a suggestion of some differences here between HE and FE institutions;
seven of the HE intuitions made greater mention of summative assessment
generally, stating it was in use in some parts of the institution,
compared to only four of the FE colleges. However, four HE and
three FE institutions stated their intentions to develop aspects
of online assessments further in the future. Only HE institutions
mentioned the specific software they were using, while two of the
FE institutions commented on problems of authentication in relation
to online assessments. Two of the HE institutions noted the potential
of online assessment in reducing marking and thus workload. Interestingly,
one of the FE respondents felt that this was not necessarily a
priority for FE as numbers are traditionally smaller. Although
only a single individual expressed this view, it perhaps calls
attention to the differences in student numbers between the two
sectors.
Two HE institutions (H1and H10) mentioned the use
of online collaborative activities and discussion as the basis
of some forms of tutor marked assessment.
| CS |
Formative |
Summative |
Developments |
| H1 |
Considerable references to the use of online groups discussion
and quizzes in formative assessment. |
Some staff spoke about moving to computer aided summative
assessment and the ensuing quality issues. |
|
| H2 |
Noted by several staff focusing on lack of progress with
formative assessment. |
|
|
| H3 |
Considerable references to the use of the technology for
formative assessment, suggests that for some staff technology
is impacting on assessment practices. |
Limited mention of one or two people using networked learning
to support summative assessment. |
|
| H4 |
Suggestions from two respondents that some formative assessment
takes place online. |
Limited mention of some use of networked learning for summative
assessment. |
|
| H5 |
Very limited mention of some use of networked learning for
formative assessment. |
Limited mention of QuestionMark Perception used by some,
and VLE assessment submission tool that was available for tutor
marked summative assignments. |
Current HEFCE funded project aimed at Improving Assessment. |
| H6 |
Some use but patchy across institution. |
Discussed by three, use of QuestionMark Perception noted,
used in some departments (one particular success noted) |
Impact on assessment tools seen as potentially massive; especially
in terms of cutting down workload. |
| H7 |
|
Limited use; its potential to cut down on marking was noted. |
Noted by one as priority area for development. |
| H8 |
VLE used to provide formative assessment. |
Noted as not in use and group work online seen as problematic. |
|
| H9 |
Mixed message - some use of quizzes through VLE noted. Some
staff resistance. |
Limited reference to online assessment in skills module;
Basic maths tests online. |
|
| H10 |
Online debate used as part of formative assessment. |
|
Currently working on building in reflective piece of work
drawing on online discussions. General review of assessment
practises. |
| F1 |
Limited mention by one respondent of online formative assessment. |
|
|
| F2 |
Limited mention of college investment in online assessment
software, which will allow instant feedback, for evaluation
and formative assessment, not yet in widespread use. |
|
|
| F3 |
Limited mention of formative assessment. |
Three respondents referred to summative online assessment
driven by Examining Board. |
|
| F4 |
Limited mention of networked learning being used for informal
assessment and feedback. |
Reference made to increased use of online assessment for
City and Guilds examinations; networked learning is also proving
helpful in the preparation and assessment of portfolios for
NVQs. |
Introduction of online testing for Key Skills in the next
academic year. |
| F5 |
Three respondents mentioned the use of online multiple choice
quizzes for formative assessment indicating that it was a valuable
method of providing feedback. |
|
|
| F6 |
Use of formative assessment mentioned by three people. One
person noted its value as a timesaver. |
|
|
| F7 |
Limited mention of formative assessments being used. |
|
Noted that training was planned for development of online
assessment. |
| F8 |
Use of formative assessments was mentioned by some. |
Assessment of IT skills, but otherwise assessment online
assessment problematic due to authentication issues. |
Not a priority since noted that marking is not a problem
as groups are small. |
| F9 |
Limited mention of use of formative assessment. |
Assessment guidance provided - not assessed online. |
|
| F10 |
|
Limited mention of online computer assessment programme;
Assessment issues problematic because of authentication; |
Work in progress in this area noted. |
