SAGA - Self-Assessment/Group Awareness
Date: August 20, 2019 (10:00-12:00)
Need more information or do you have any questions about the workshop?
Please send an E.mail to: email@example.com - Pantelis Papadopoulos, Associate professor.
A new free self-assessment quiz tool for teachers at Aarhus University.
Join the workshop and get ideas for your teaching for making multiple choice tests in your university teaching. The SAGA tool is ideal to support student reflection and evaluate the students’ immediate understanding of the teaching. The SAGA tool is free for teachers at the university, compliant with GDPR and the project team behind the tool are willing to help and support the first teachers in getting started with both feedback on multiple choice questions and technical support.
In short, what is SAGA?
SAGA, an acronym for Self-Assessment/Group Awareness, is an audience response system (aka clickers) that was designed and developed at CUDIM. In other words, it is a tool that a teacher can use to pose multiple-choice question to the students. The answers are then aggregated and presented to the classroom for discussion.
How should teachers use SAGA in their teaching in the best way?
Audience response systems in general have been used successfully in many different ways and it is the underlying pedagogy that matters for your context. For example, asking questions in the beginning of the lecture can help the teacher identify misconceptions and address these misconceptions more efficiently during the lecture. Asking questions in the middle of the lecture can increase attention and engagement. Asking questions at the end can enhance retention. And, allowing the students to answers the questions online on their own time can provide opportunities for practice and self-assessment.
In your view, what are the differences between this application and other multiple-choice applications teachers can use?
Actually, we developed SAGA because we identified a gap on the tools our teachers at AU are using. Socrative, Kahoot, and similar tools typically pose a question and give feedback to the students in terms of student population under each choice (i.e., A: 60%, B: 25%, C: 10%, D: 5%). The students then have the opportunity to revise their answers based on that feedback. We argue that knowing which choice is the most popular is not meaningful, or at least adequate, feedback for the students. SAGA records additional feedback metrics, such as students’ confidence, preparation, etc. and provides a richer view of the audience to the students. He have conducted a series of studies with SAGA and we have seen that these additional metrics can enhance student performance and counteract students’ instinctive tendency to change their original answers to the most populous one.
How can teachers begin using SAGA in their teaching?
SAGA is open and free for everyone that wants to create a multiple-choice quiz. All you need is some good questions! The teacher can create classes and quizzes, invite students, export performance reports, etc. It is also easy to reuse or modify any question or quiz you created in the past.
How are teachers supported in their first use of SAGA?
Even though SAGA is easy to use and includes detailed guides and examples, the first few teachers that will decide to use the tool will receive full support from us. This means a text document with some good multiple-choice questions would be enough for us to set up SAGA for them.
What will happen on the 20th of August at the introductory workshop?
First, we intend to provide a better view of the pedagogy around multiple-choice questions. Memory recall may be important, but multiple-choice questions are more effective when they are used for engagement, retention, and classroom discussion. Second, we will be able to show all the things that the tool can do at this point. For example, an accompanying question may ask the students to provide short justifications for their answers. Justifications are linked to understanding externalization and explicitness that can have a positive effect on students’ learning. Finally, the workshop participants will have plenty of time to try SAGA themselves, get a feel of the experience from both the student’s and the teacher’s perspectives and create their own quizzes.