Supporting better formative feedback in task-oriented portfolio assessment

Jake Renzella; Andrew Cain

doi:10.1109/TALE.2017.8252362

Supporting better formative feedback in task-oriented portfolio assessment

Jake Renzella
, Andrew Cain

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

11 Citations (Scopus)

Abstract

Task-oriented portfolio assessment is an innovative teaching and learning system that aims to support, encourage, and reward students in engaging in deep approaches to learning. Within this teaching and learning system, the need for teaching staff to provide frequent formative feedback is essential. In this paper, we reflect upon the use of task-oriented portfolio assessment in supporting introductory programming units, and propose some methods to measure and improve quality, as well as decrease time required to provide formative feedback. Furthermore, we explore how the Doubtfire Learning Management system is currently supporting this approach, and provide prospective improvements & research for such systems.

Original language	English
Title of host publication	Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017
Publisher	IEEE, Institute of Electrical and Electronics Engineers
Pages	360-367
Number of pages	8
ISBN (Electronic)	9781538609002
DOIs	https://doi.org/10.1109/TALE.2017.8252362
Publication status	Published - 2017
Externally published	Yes
Event	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2017 - Tai Po, Hong Kong Duration: 12 Dec 2017 → 14 Dec 2017 https://ieeexplore.ieee.org/xpl/conhome/8240062/proceeding (Proceedings)

Publication series

Name	Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017
Publisher	IEEE, Institute of Electrical and Electronics Engineers
Volume	2018-January

Conference

Conference	IEEE International Conference on Teaching, Assessment and Learning for Engineering 2017
Abbreviated title	TALE 2017
Country/Territory	Hong Kong
City	Tai Po
Period	12/12/17 → 14/12/17
Internet address	https://ieeexplore.ieee.org/xpl/conhome/8240062/proceeding (Proceedings)

Keywords

assessment
constructive alignment
formative feedback
portfolio assessment

Access to Document

10.1109/TALE.2017.8252362

Cite this

Renzella, J., & Cain, A. (2017). Supporting better formative feedback in task-oriented portfolio assessment. In Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017 (pp. 360-367). (Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017; Vol. 2018-January). IEEE, Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/TALE.2017.8252362

Renzella, Jake ; Cain, Andrew. / Supporting better formative feedback in task-oriented portfolio assessment. Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017. IEEE, Institute of Electrical and Electronics Engineers, 2017. pp. 360-367 (Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017).

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title = "Supporting better formative feedback in task-oriented portfolio assessment",

abstract = "Task-oriented portfolio assessment is an innovative teaching and learning system that aims to support, encourage, and reward students in engaging in deep approaches to learning. Within this teaching and learning system, the need for teaching staff to provide frequent formative feedback is essential. In this paper, we reflect upon the use of task-oriented portfolio assessment in supporting introductory programming units, and propose some methods to measure and improve quality, as well as decrease time required to provide formative feedback. Furthermore, we explore how the Doubtfire Learning Management system is currently supporting this approach, and provide prospective improvements \& research for such systems.",

keywords = "assessment, constructive alignment, formative feedback, portfolio assessment",

author = "Jake Renzella and Andrew Cain",

note = "Publisher Copyright: {\textcopyright} 2017 IEEE.; IEEE International Conference on Teaching, Assessment and Learning for Engineering 2017, TALE 2017 ; Conference date: 12-12-2017 Through 14-12-2017",

year = "2017",

doi = "10.1109/TALE.2017.8252362",

language = "English",

series = "Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017",

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booktitle = "Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017",

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Renzella, J & Cain, A 2017, Supporting better formative feedback in task-oriented portfolio assessment. in Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017. Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017, vol. 2018-January, IEEE, Institute of Electrical and Electronics Engineers, pp. 360-367, IEEE International Conference on Teaching, Assessment and Learning for Engineering 2017, Tai Po, Hong Kong, 12/12/17. https://doi.org/10.1109/TALE.2017.8252362

Supporting better formative feedback in task-oriented portfolio assessment. / Renzella, Jake; Cain, Andrew.
Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017. IEEE, Institute of Electrical and Electronics Engineers, 2017. p. 360-367 (Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017; Vol. 2018-January).

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AB - Task-oriented portfolio assessment is an innovative teaching and learning system that aims to support, encourage, and reward students in engaging in deep approaches to learning. Within this teaching and learning system, the need for teaching staff to provide frequent formative feedback is essential. In this paper, we reflect upon the use of task-oriented portfolio assessment in supporting introductory programming units, and propose some methods to measure and improve quality, as well as decrease time required to provide formative feedback. Furthermore, we explore how the Doubtfire Learning Management system is currently supporting this approach, and provide prospective improvements & research for such systems.

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KW - constructive alignment

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Renzella J, Cain A. Supporting better formative feedback in task-oriented portfolio assessment. In Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017. IEEE, Institute of Electrical and Electronics Engineers. 2017. p. 360-367. (Proceedings of 2017 IEEE International Conference on Teaching, Assessment and Learning for Engineering, TALE 2017). doi: 10.1109/TALE.2017.8252362

Supporting better formative feedback in task-oriented portfolio assessment

Abstract

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Conference

Keywords

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