Maximizing Student Engagement Through RSVP Method in Online Assessment Feedback
Utilizing the RSVP methodology for online assessment feedback shows promising results in enhancing student engagement and learning outcomes. The study conducted by Phil Denton at Liverpool John Moores University indicates that incorporating RSVP into online feedback can lead to increased student responses, with assessment-literate students benefitting significantly from formative feedback. The research highlights the importance of ethical considerations and the impact of RSVP on both formative and summative assessment marks. For further details, refer to Denton & McIlroy (2018) published in Assessment & Evaluation in Higher Education.
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29/5/18 Measuring the impact of students use of online assessment feedback: Outcomes of a self-reporting methodology a.k.a. the RSVP method Phil Denton, Associate Dean (Education) Faculty of Science, Liverpool John Moores University
1. Prepare marks and feedback for Module 2 summative task. 2. Dice module into at least 3 groups, each with equivalent marks. 3. Blend an RSVP into the online feedback e.g. emailed feedback. Formative assessment Linked Summative assessment Summative assessment Module 2 Module 1
C Emailed Feedback to Jo Bloggs 67% 1 Control group (no RSVP) Pellentesque habitant (10%) Lorem ipsum dolor sit amet, consectetur adipiscing elit. Aliquam vehicula porttitor odio, sit amet vehicula justo pellentesque at. 2 Morbi aliquet (30%) Etiam aliquam, arcu a cursus pharetra, tortor tortor posuere lacus, in semper urna velit ut arcu. Quisque egestas egestas nisi. Aliquam elementum ipsum ut ante scelerisque, ac egestas eros varius. Suspendisse volutpat sed orci ut porta. 3 As part of an educational research project, please reply immediately to this email with a blank message. Please do not inform your fellow students that you have done this. Nullam sed (30%) Quisque nec tempor elit. Morbi aliquet dignissim sodales. Sed fermentum lectus vel mauris ultrices, imperdiet tincidunt augue sollicitudin. reply 4 Ut rhoncus (30%) Consectetur dolor quis sagittis. Vivamus nunc est, rhoncus vitae nisl ac, congue laoreet lorem. Duis id tellus eu nulla congue ornare. Sed tempus ornare metus, ut laoreet odio commodo quis. 5
Excel task in a skills module 2 30 Number of students 25 20 63% 15 27% 36% 10 5 0 1 2 3 4 5 C Repliers, R ( ) Non-repliers, NR ( )
Report in chemistry module 1 Summative report mark/% 100 100 80 80 60 60 R ( ) NR ( ) 40 40 20 20 0 20 Formative report mark/% 40 60 80 100
Are you tempted? RSVP within summative feedback maximises responses. Ethical approval via participant debrief sheet. Summary of data presented today (Denton & McIlroy, 2018): RSVP response distribution indicates an all-or-nothing approach to reading online feedback. Formative marks for R and NR are not significantly different, but summative marks differ significantly (p< .01) Group R are assessment-literate students for whom formative feedback positively impacted on subsequent attainment. I m happy to answer any queries at the break. Denton, P. & D. McIlroy (2018), Assessment & Evaluation in Higher Education, 43:2, 197-206, DOI: 10.1080/02602938.2017.1324017
