Feedback op kunstwerken via een live app

‘Onze studenten zelf laten ervaren hoe bezoekers hun creaties ervaren, welke observaties zij maken, hoe zij hun werk gewaarworden; dat is het doel van onze Black Box-tentoonstelling’, zo vertelt Gio De Weerd, directeur van de Stedelijke Academie voor Schone Kunsten in Lier. Met onze online tool om competenties te beoordelen zag hij kansen om deze doelstelling op een innovatieve manier te realiseren. Bezoekers liepen met de app van D-PAC door de tentoonstelling. Ze vergeleken steeds twee kunstwerken met elkaar, kozen hun favoriet en gaven beide studenten feedback.

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5/10 voor de juf of meester: geven leerlingen wél eerlijke oordelen?

Soms heb je erg je best gedaan om van die suffe tekenopdracht een meesterwerk te maken! En wat blijkt? Je krijgt van juf of meester maar een 6, terwijl je buurman met een 9 staat te blinken… Is dat wel helemaal eerlijk?

Volgens leerlingen vinden leerkrachten het maar moeilijk om cijfers te geven voor opdrachten zoals schrijven of spreken. Op de Kinderuniversiteit, een initiatief van de Universiteit Antwerpen, onderzoeken we vandaag samen met leerlingen van 8 tot 14 jaar hoe we tot eerlijke beoordelingen kunnen komen. In 3 workshops laten we groepen van 30 leerlingen cijfers geven aan tekeningen van poppetjes. Kunnen zij het beter dan hun leerkracht?

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Which video is better? D-PAC allows educators to assess videos in an easy and credible way

Different types of media such as video, audio, or images are increasingly used for the assessment of students’ competences. However, as they allow for a large variation in performance between students, the process of grading is rather difficult. The online tool D-PAC aims to support educators in the assessment of video and images. In D-PAC, students can easily upload their work in any media type (text, audio, image, video), after which the work is presented in randomly selected pairs to the assessors. The only task for assessors is to choose which one of the two is best, using their own expertise. Assessors find it easy to make such comparative judgements because they are not forced to score each work on a (long) list of criteria. Each work is presented multiple times to multiple assessors, resulting in a scale in which students’ worked is ranked according to its quality.

 

‘Working with D-PAC was really easy and fast.’

Ivan Waumans, KDG University College

Recently, D-PAC has been used in a Bachelor Multimedia and Communication Technology for the assessment of students’ animation skills. Students received an audio fragment of the radio play by ‘Het Geluidshuis’ and had to accompany it with animation. A group of 9 assessors evaluated the quality of the animations. The assessors differed in background and expertise: 3 people from Het Geluidshuis, 2 expert animators, 2 alumni students, and 2 teachers.

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Noorderburen waarderen onze expertise

Onder het motto ‘samen professionaliseren’ pikte hogeschool Zuyd (Heerlen, Sittard, Maastricht) het D-PAC-verhaal op. Geboeid door onze kennis en ervaring op vlak van professioneel beoordelen en peer-assessment, willen ze ook anderen binnen de hogeschool inspireren en stimuleren.

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D-PAC in vogelvlucht: (sterk) groeiend gebruik

Steeds meer gebruikers plukken de vruchten van D-PAC, de digitale tool die we ontwikkelden om competenties te beoordelen via paarsgewijze vergelijking. In 2014 en 2015 klopten respectievelijk 1  en 5 organisaties aan om aan de slag te gaan met D-PAC. In 2016 waren dat er al 14. Overheen die 3 jaren hebben zij onze tool in totaal 42 keer gebruikt. 1424 beoordelaars beoordeelden gezamenlijk maar liefst 2848 werkstukken door ze in willekeurige paren te vergelijken. Concreet ging het om geschreven teksten van 1 bladzijde tot portfolio’s van 80 bladzijden, over geluidsfragmenten tot video-opnames.

 

Blog_evolutie
Figuur 1:Evolutie D-PAC (2014-2016).

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Using D-PAC for CV-screening

Comparative judgement is nowadays predominantly used in the educational domain. The D-PAC team aims to explore CJ’s strengths beyond this realm, for example in the recruitment and selection domain. Therefore, we conducted a try-out investigating whether or not D-PAC was successful when applied to CV-screening. Consequently we partnered with Hudson (http://be.hudson.com – a human resources consultancy company) using a received job opening from a client. Forty-two CV’s were received and D-PAC was used with 7 assessors to compare the CV’s. Assessors also provided pairwise feedback to justify each choice. The main questions were related to reliability and validity: (1) how reliable is the D-PAC assessment on CV screening with expert assessors (if the assessment would be performed again, how strongly will the ranking resemble the current one)? And (2) do all assessors look at the same and relevant criteria of the CV’s in relation to the job ad (validity)?

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Peer assessment in D-PAC reduces workload for tutors!

A group of 91 students second bachelor of the University of Hasselt in the track physiotherapy had the following task at the end of this year:

    - They had to formulate a clinical research question based on their experience as a physiotherapist;
    - Then they searched for a relevant scientific paper and formulated an answer to the research question based on the article.
    - At last they had to evaluate the article and point out the strengths and weaknesses of their study.

Normally all these papers are evaluated by one or two tutors. These tutors judge the paper by giving a ‘passed’ or ‘failed’ and provided feedback. You can imagine, this results in a substantial workload, especially when more than one task per student needs to be marked.

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Testimonial professor architecture

The next film is a testimony of an architecture professor who used D-AC for a peer assessment of mood boards. Because the movie is in Dutch, you can read a short summary of the main findings.


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SOS scoring ‘briefing notes’? College of Europe Bruges tried D-PAC!

In the last months, several D-PAC try-outs have run. In these try-outs, assessments are set up in diverse organizations. For the organizations, the aim is to experiment with D-PAC. For us as a team, the try-outs are valuable to gain information on different aspects of D-PAC: the user-friendliness of the tool, how the tool can be embedded in real life situations and on how information out of D-PAC is used.

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D-PAC successfully handles video-material on large scale

A first pairwise comparison experiment with video material in D-PAC is successfully completed. The goal of this experiment was twofolded: (1) test the tool on the scalability using videos; (2) and test the inter-rater reliability.

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