Dr Madeleine Davies, Department of English Literature
- To use an electronic Learning Journal to improve attendance, engagement and attainment on a Part 3 module I convene, ‘Virginia Woolf and Bloomsbury’
- To determine whether a Learning Journal + assessed essay assessment pattern offers a viable alternative to the ‘assessed essay + exam’ model favoured by the Department of English Literature (this in conversation with the ‘Diversifying Assessments’ TLDF project I co-lead in DEL see http://blogs.reading.ac.uk/t-and-l-exchange/connecting-with-the-curriculum-framework-using-focus-groups-to-diversify-assessment/)
- To improve my ‘return of feedback’ scores on my modules; hard copy marking has always been returned to my students within 10 days yet students select ‘3’ or ‘4’ for the ‘speed of feedback’ question in their module responses. I wanted to see whether online return of marked work within the same period ‘felt’ like ‘5’ to my students more than hard copy return did.
The pedagogic aims of my Part 3 module, ‘Virginia Woolf and Bloomsbury’ can be summarised as follows:
- To gradually construct, over 11 weeks, a detailed and advanced knowledge of Virginia Woolf’s often complex texts and ideas.
- To develop student’s understanding of the socio-cultural, political and literary contexts of the inter-war period.
- To enhance skills of close reading and critical knowledge.
These are challenges because Woolf’s ideas connect with theoretical models including feminism, structuralism and postmodernism. In addition, the important contexts of literary modernism and of post-impressionist art have to be taught in accessible ways so that they can be understood to an advanced level. There is a great deal to learn and only thirty teaching hours available in which to develop the level of required knowledge.
Before I introduced technology-enhanced assessment to the module, the assessment pattern involved the following stages:
- one 1500-word formative essay in Week 5 – the instruction was, ‘answer on one text’. Rushed, late, or missing essays characterised this stage.
- one 2500-word assessed essay in Week 11 – the instruction was, ‘demonstrate substantial knowledge of at least two texts’, one of which may be the formative assignment text.
- a summer term exam – instruction, ‘answer on two texts, avoiding the texts used for the assessed essay.
Not only did this model create significant question-setting work, administrative time, frustration, and paper, but it also inadvertently facilitated inconsistent attendance. Students disappeared from classes in Weeks 9 and 10 as assessed essay deadlines approached, or as they calculated that they only ‘needed’ 4 texts for assessment; when those has been selected and stored under their belts, students disappeared. Tougher material was avoided altogether because the assessment pattern meant that it did not have to engaged with. The old system also caused essay-writing panic towards the end of the module, then exams-related stress, and both triggered the inevitable chain of ECF requests.
None of this was conducive to consistent, productive learning and to strong attainment. In addition, the old assessment system rewarded the best writers who were able to gloss ‘shallow’ knowledge effectively: these tended to be students from more traditional educational backgrounds so the assessment model was not heeding inclusivity guidelines because it only ‘recognised’ and rewarded one type of attainment and engagement.
Increasingly dissatisfied with the assessment model, but remaining committed to the teaching and learning aims of the module, I switched to a Blackboard Learning Journal because the pedagogic principles could, I felt, be best achieved (perhaps could only be achieved) using technology.
The instruction given to students about the function of the Learning Journal is as follows:
‘The use of a Learning Journal as part of the assessment
on this module is designed to encourage and reward
consistent attention throughout the course, development
in your understanding, and thoughtful reflection on your
own learning. It should support you to identify and seek
solutions to any problems you encounter in your studies.
It also requires you to organise your time carefully in order
to make regular submissions, which is a vital skill in the
world of work.’
This instruction emphasizes ‘understanding’ (‘Mastery of the Discipline’ in the Curriculum Framework), self-motivated problem solving, and time-management (‘Graduate Skills’ in the Curriculum Framework). From a pedagogic point of view, ‘thoughtful reflection’ is being implicitly framed within the structure of continuous engagement, and this itself is understood within the language of ‘encouragement’ and ‘reward’.
The online Learning Journal requires students to submit 500 words every week, reflecting on the week’s teaching and textual material; after 5 weeks, two entries from the online Journal are assessed and feedback is given (this is the formative stage – no essay questions are necessary). The 10-week Journal concludes in a retrospective entry in Week 11 and there is an assessed essay due for submission 4 weeks later. There is no longer a summer term exam. The Journal is marked online and the mark for the journal is generated by consistent completion of every entry and by the quality of entry 10 plus 4 other entries selected by each student.
Students know that if they miss lectures and seminars they will struggle to complete the Journal so attendance is greatly enhanced: an average module attendance rate of 72% (2016-17) has leapt to 86% (2017-18) since Journal assessment has been implemented. The high level of attendance allowed me to deliver the teaching that I know works most effectively on this module because I can rely on various connections between ideas being understood. Further, because of attendance, students are in a far stronger position when they prepare to write their assessed essays so their anxiety is much reduced and they are able to submit their best work. It was notable that no ECFs were requested for extensions on this module in 2017-18 (18 students were enrolled) where 3 were submitted the previous year as the week 11 assessed essay deadline loomed into view.
There is no exam so my marking is reduced and a redundant element of assessment is removed.
The Learning Journal initially produced some anxiety amongst students because DEL does not use Learning Journals at Part 2 so this was the first time these students were managing them. At least 5 minutes at the beginning of several seminars had to be reserved for providing students with repeated information and reassuring them that, even though the different format and requirements of the Learning Journal felt unfamiliar and even ‘wrong’, they were following the remit correctly.
The Learning Journal information was placed on Bb but most of the 18-strong group did not read the materials on this site; this revealed our students’ resistance to consulting Bb. DEL students seem only to recognise information when it is presented in hard copy, so I had to declared surrender and circulated the Learning Journal Guidelines to students in this form.
The majority of students managed to submit weekly work without difficulty and on time. Some students were worried that the Learning Journal format did not seem to adequately prepare them for the more formal writing of the assessed essay. However, by Week 8, the majority of the students expressed their growing engagement with their Journals and, through them, with the module. I also found it interesting that students were more able than usual to forge connections between texts and ideas and I wondered whether this was because the weekly Journal entries cemented the reading and seminar discussions more securely.
As for the feedback sheets, this module was not scheduled for assessment in 2017-18. To gather informal feedback, I asked some of the students in the group to write down (anonymously) how they rated speed of feedback: ‘5’ was registered by every student who responded. I have no idea why precisely the same time period would be viewed as ‘3’ or ‘4’ when hard copy was used and as ‘5’ when electronic feedback was used, but the implications for student satisfaction scores are clear.
Connecting with the SLL ‘Diversifying Assessments’ project, it is clear that Learning Journals are an increasingly popular method of assessment in DEL. The results of a 2017 Survey Monkey poll in DEL (June 2017 – see http://blogs.reading.ac.uk/t-and-l-exchange/connecting-with-the-curriculum-framework-using-focus-groups-to-diversify-assessment-part-2/) suggest that Student Focus Groups had correctly identified that this form of assessment was capable of challenging the traditional essay in terms of student choice:
- In the example of EN3VW (‘Virginia Woolf and Bloomsbury’), technology has allowed me to employ a pedagogic model that was always perfectly suited to the module but that was not always enabling success because students’ engagement was a desired outcome rather than a clear requirement. With the Learning Journal, the pedagogy underpinning the module works effectively for the first time.
- It is clear, however, that students require a great deal of guidance when they initially use a Learning Journal, and colleagues need to be aware that increasing a student’s freedom to write in less structured forms also increases their anxiety. Time has to be reserved for writing advice and this can dent seminar time. The time investment is, however, worth it because the quality of work presented in the Journals was of a very high standard.