Introduction & Background
The workshops I conducted with students were incorporated into the research methods unit as part of a formative assessment. Their purpose was to familiarize students with working with qualitative data using NVivo software and effectively presenting their findings in a written report format.
Evaluation
I introduced students to the layout and features of NVivo, offering visual aids displaying past research (Figure 1, Figure 2) and analyses (Figure 3) within an hour. During the introductory workshop, I facilitated discussions on the goals of the unit and reviewed the assessment guidelines, highlighting the significance of NVivo for online data collection.
Some students found the software beneficial for visually presenting data through charts. However, challenges arose as students requested additional time to delve into data coding and analysis, as well as understanding how to integrate this software into their final research reports.
Moving forward
In my second workshop, I will demonstrate coding data from fabricated interview scripts. Students will collaborate in pairs for exercises, with dialogue to gauge their current progress, thus acknowledging their present state of performance as a principle of good feedback (Nicol & McFarlane-Dick,2006).This self-assessment will coincide with tutor feedback (McDonald & Boud,2003), which I will provide to students with learning opportunities throughout.
To focus on resolving software and research issues, I aim to gather internal feedback from students regarding their progress in generating interview questions and proficiency in data analysis during the process of preparing their research report. To support their research efforts, I have encouraged their participation in weekly open access sessions where I provide guidance on data analysis.
During the first workshop, I instructed students to use Padlet to ask questions about coding data and performing data analysis. They were also required to identify two main insights from the session. This encouraged them to share their comprehension and offered continual feedback for evaluating learning progress. Like Angelo and Cross’s approach of using brief questions to highlight crucial lecture concepts, this technique aids in identifying areas where students may have misconceptions. Additionally, integrating Padlet questions between workshops allows me to refine my teaching techniques based on the feedback received, facilitating adjustments in instructional methods.
I plan to integrate peer feedback, allowing students to learn from each other’s perspectives and engage in self-assessment. This approach fosters reflection on their current progress and the development of strategies for their final research report, aligning with Nicol and McFarlane-Dick’s principles of self-assessment in learning (2006).
I plan to gather feedback from a previously successful student to share their learning journey, providing a reference point for current students to assess their own progress. This aligns with Orsmond et al.’s (2002) methodology of establishing clear objectives. Drawing on past peer feedback can inspire the current students’ perceptions, as suggested by Dweck (1999), promoting reflection on their strengths, weaknesses, and overall progress, as highlighted by Cowan (1999). This introspection will enable students to monitor their self-assessment before completing the final research report, gaining insights into their own learning methodologies.
References
Angelo, T., Cross, P. (1993) Classroom assessment techniques. San Francisko: CA, Jossey-Bass.
Cowan, J.(1999) Being an innovative university teacher. Buckingham: Open University Press.
Dweck, C. (1999) Self theories: Their role in motivation, personality and development. Philadelphia: PA, Psychology Press.
McDonald, B. & Boud, D. (2003) The impact of self-assessment on achievement: the effects of self-assessment training on performance in external examinations. Assessment in Education,10(2), 209–220.
Nicol, D.J, McFarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 119-218. DOI: 10.1080/03075070600572090.
Orsmond, P., Merry, S. & Reiling, K. (2002) The use of formative feedback when using student derived marking criteria in peer and self-assessment, Assessment & Evaluation in Higher Education, 27(4), 309-323.