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Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London

Effecting Sustainable Change to Assessment Practice and Experience in the Biosciences; The ESCAPE project. Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London. Assessment challenges…. Assessment Challenges in Biosciences.

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Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London

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  1. Effecting Sustainable Change to Assessment Practice and Experience in the Biosciences; The ESCAPE project Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London

  2. Assessment challenges…

  3. Assessment Challenges in Biosciences • Over-emphasis on assessment of learning • Disengagement in study activity outside of class • Difficulties in providing timely feedback • Diverse and large student cohorts • Poor attendance / engagement at lectures. • Poor student use of feedback

  4. The ESCAPE project

  5. The ESCAPE Process

  6. Effectiveness vs. efficiency Waste of time Efficiency (or 1/t) Effectiveness

  7. Regular in-class, low stake tests (EVS) - Fang Lou • Context: 100% coursework module, large student numbers • Pedagogy: Low stake regular tests • Challenge: little opportunity to gain feedback on understanding, poor attendance/engagement in lectures, difficulties in providing timely feedback • Technology: Electronic Voting System (EVS) Original assessment pattern Redesigned assessment pattern

  8. Weekly Assessed Tutorial Sheets (WATS) • Context: 50% coursework: 50% exam module, large student numbers • Pedagogy: Regular out of class numeracy tasks • Challenge: Difficulties with numeracy and low levels of study outside of classes • Technology: Data gatherer

  9. Technology enhanced peer assessment – Fang Lou and Helen Barefoot • Context: 100% coursework module, large student numbers • Pedagogy: Peer assessment • Challenge: Not enough self reflection, too much moderation • Technology: Data gatherer

  10. Number of student responses (Barefoot et al, 2011)

  11. ESCAPE Themes Good assessment for learning … …Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue …Considers staff and student effort

  12. Summary Benefits arising from the assessment innovations include: • Improved interactivity within lectures • Improved student activity beyond the lecture • Prompt feedback • More opportunities for peer learning • Reduced marking load • Improved self-awareness of learning and self-regulation

  13. ESCAPE Resources • https://jiscdesignstudio.pbworks.com/w/page/ESCAPE-Project • Blog http://escape-uh-jisc.blogspot.com/

  14. References • Barefoot, H.C, Lou, F. & Russell, M.B. (2011) Peer Assessment: Educationally Effective and Resource Efficient, Blended Learning in Practice, (5), pp 21-35 • Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition) • Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing student learning in Higher Education. New York: Routledge. • Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(8), pp 1-12 • Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.

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