![]() ![]() Students should also be able to use the tool to determine whether they need to increase their rate of progress (velocity) and, if so, commit more time to the subject or take greater advantage of resources available to them. These charts give students a visual way to know how many tasks they need to complete over the semester, and estimate the relative complexity of those tasks-a skill which many seem to lack. The charts show the backlog of work remaining week by week, which decreases as work is completed. Student are then able to monitor their progress against these tasks using burn down charts. Burndown charts - An Agile approach §Ī key principle of Agile software development methods is that they embrace change by allowing for adaptive, periodic adjustment of activities, resulting in robust and effective outcomes.Ī key driver of Agile development is the use of Burn down charts-a central requirement for the Doubtfire tool.ĭoubtfire allows teaching staff to outline the tasks students need to complete during the semester. This process can then be informed by the status of each student’s tasks, with the assessor knowing that those that are marked as complete and have been assessed by staff as demonstrating the required knowledge. The assessment process uses the unit’s assessment criteria and unit learning outcomes to determine results. Student portfolios are then assessed in order to determine final student grades. This helps ensure that students take notice of formative feedback, and that this feedback is then acted upon to help inform student learning.Īt the end of the teaching period, students use the work they have completed though the unit’s tasks to create a portfolio. Where the task is of a good standard it is signed off by staff as being Complete, otherwise students are asked to fix and resubmit the work. ![]() In this model, staff assess student work to provide formative feedback aimed at helping the student improve their work and address any misconceptions. During unit delivery, students work on tasks and submit this work for formative feedback with flexible deadlines to help students achieve the tasks to the required standard. The method of unit delivery is changed to be student-centered, where students can aim to achieve a given grade by working through the related tasks. Student activity is then directed by defining a range of tasks designed to help students achieve the unit learning outcomes to each of the grade standards. Once outcomes are set, assessment criteria need to be defined to indicate how students can demonstrate these outcomes to different grade standards. The aim of this process is to define what all students need to demonstrate in order to pass the unit, so these outcomes need to be clearly expressed in a language that students can engage with. The learning outcomes guide all other activities, and are therefore defined at the start of the unit design. Students can request time extensions if they are running behind schedule on a particular task.Ī link to using some of the basic features for staff can be found here.Ī link to using some of the basic features for students can be found here. Teachers are allowed to give feedback to students, so that students can revise their submission and re-submit. The portfolio is automatically generated into pdf book form by collation of the students weekly tasks. It provides a platform for online learning, by giving tutors the means to allocate tasks to students and assess them, and giving students a portal to complete and submit tasks, set a grade goal, track their progress via Burndown chart, and submitting a final portfolio. What does it do §ĭoubtfire allows staff and student to explore the links between tasks and learning outcomes, enabling staff to monitor student progress toward achievement of learning outcomes, and supporting students in better manage their learning progress. ![]() To better support these features, we have enhanced Doubtfire with open learner model visualisations to provide better support for indicating the links among these tasks and the unit’s learning outcomes as well as expected outcomes. This approach aims to provide greater opportunities for students to be more goal-oriented and self-regulated.ĭoubtfire, has been used by both staff and students as a platform to support such frequent formative feedback in assisting students to construct their knowledge.ĭoubtfire aims to help support students set learning goals and work toward achieving these, thereby helping support the development of self-regulation. Doubtfire is a modern, lightweight learning management system.Ĭentral to this approach is use for frequent formative feedback to help each student develop a portfolio of work to demonstrate they have achieved unit learning outcomes.
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