1. cmarcangelo. Jan2011 1 Digitally-enhanced Patchwork Text Assessment Using the affordances of learning technology to enhance core features of the PTA

2. cmarcangelo. Jan2011 2 This workshop will Offer you an opportunity to explore how digitally-enhanced Patchwork Text Assessment (PTA) could be a method for assisting students in giving and receiving feedback Share some experiences of PTA and the current JISC-funded DePTA project

3. cmarcangelo. Jan2011 3 So – to start with write down briefly your understanding of ‘Patchwork Text Assessment’ – what do you think are the differences and similarities to other forms of portfolio-type assessment?

4. cmarcangelo. Jan2011 4 Clarifying terms … Patchwork Text Assessment Individual students carry out regular short writing tasks – patches – throughout the module Each patch shared is with a small peer group for discussion and formative feedback Tutor might see a sample of these ‘patches’ as they are written Typically the patches embody different genres of writing, and often different elements of a broader topic – number may vary Concluding activity is to produce a reflective, synoptic, ‘stitching together’ of the patches

5. cmarcangelo. Jan2011 5 What advantages are there to PTA? Continuous workflow in module Opportunity to try different forms of presenting work Cummulative assessment enabling rapid formative feedback Opportunity to see peer responses to the task – aid to self-assessment and understanding of learning outcomes Integration of learning through reflection Fostering self-management of learning through meta-cognitive self-reflection on the learning journey

6. cmarcangelo. Jan2011 6 Clarifying terms … ‘Digital enhancement’ The PTA process can be enhanced – even ‘enabled’ – through technology that has developed significantly since the initial work undertaken by Winter et al (2003) – Facilitates more opportunity for the style and genre of patches – Can include patches that are non-text – Enables easier sharing and feedback with peers and tutors – and records different versions

7. cmarcangelo. Jan2011 7 Summary – benefits of DePTA – Metacognition of own learning through self and peer assessment – Personal communication and confidence-building – Clarity of transferable graduate attributes as ‘marketable assets’ – Preparation of showcase for professional competences and/or potential employers – Digital medium easy to share and customise

8. cmarcangelo. Jan2011 8 The JISC-funded DePTA project 5 universities undertaking a 1 year learning improvement project in different discipline areas – Psychology (Derby, Wolverhampton) – Law (Bedford) – Photography (Cumbria) – Physics (Liverpool) – History (Liverpool) Final year modules – opportunity to produce artefacts that showcase graduate capabilities and employability skills

9. cmarcangelo. Jan2011 9 Emerging issues ….. Early days for getting feedback, however a couple of issues to consider – Perception that assessment is driving the learning – Models of learning – Core attributes of PTA

10. cmarcangelo. Jan2011 10 activity think of a module in your area of practice and consider how could use a De PTA within this module – what would be a suitable focus for each patch? (3/4) – how could digital media enable/enhance the process – how could this augment student learning

11. cmarcangelo. Jan2011 11 Further information Original PTA Project 1999-2002: led by Richard Winter at Anglia Polytechnic (now Anglia Ruskin) with partners at Universities of Cambridge & Nottingham Trent Included a range of discipline areas such as Science Education, Greek tragedy, family therapy, dance, teaching, social work and business and management assessed different academic levels. This work was captured in a special edition of IETI 2003 Vol.40 No. 2 Current DePTA project webpage: http://dpta.wordpress.com/http://dpta.wordpress.com/ For further information please contact Caroline Marcangelo or Linda Shore in CDEPP, Fusehill Street Campus