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Innovative assessments

Innovative assessments. Dr Trudi Edginton University of Westminster. Acknowledgement. Dr Catherine Loveday Course leader for BSc Cognitive Science MSc Applied Cognitive Neuroscience. Overview. Traditional methods Limitations Innovative assessments Obstacles Examples Feedback

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Innovative assessments

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  1. Innovative assessments Dr Trudi Edginton University of Westminster

  2. Acknowledgement Dr Catherine Loveday Course leader for BSc Cognitive Science MSc Applied Cognitive Neuroscience

  3. Overview • Traditional methods • Limitations • Innovative assessments • Obstacles • Examples • Feedback • Benefits

  4. Traditional methods • Essays • Exams • Multiple choice tests • Student presentations • Group presentations • Dissertation / project / labwork

  5. Limitations • Assignment is student priority rather than process of learning • Plagiarism • Lack of engagement • Depth of learning? • Marking - time consuming, laborious • Transferable skills limited

  6. Novel assessment benefits • Increase student and staff engagement and enjoyment • Increase transferable skills • Enhance active student-centred learning • Allow incorporation of PBL • Maximise time and efficiency • Increase creativity and reflection So, what are the obstacles?

  7. Obstacles • Time and effort • Tradition, reluctant to change • Management • Module ownership issues • Student numbers • Risk • Student satisfaction

  8. Preparation • Additional time and effort in initial stages • Identify learning outcomes • Provide explicit marking criteria • Able to incorporate pedagogical research and evidence • Team approach invaluable Focus on: • Developing transferable skills • Promoting deeper learning • Promoting confidence • Promoting reflection and refinement

  9. Examples • Role play • Case studies • Science magazine article • Peer marking • Committee panels • Virtual poster halls • Student led debates • Wikis and blogs

  10. Guided independent study • Factoids • Develop game • Review alternative genres

  11. Role play Cognitive neuropsychology module • Opportunity to be patient and assessor • Differentiate cognitive profiles • Appropriate selection of tasks • Experience of administering tasks • Awareness of pragmatics, sensitivity, time and fatigue constraints, relationship • Audience participation for diagnosis

  12. Cont:/ Neuropharmacology module • Lecturers perform role play • Focus on specific neurotransmitters • Students have opportunity to interview • Diagnosis and questions submitted

  13. Case studies • Opportunity to develop detailed profile • Introduction to single case methodology • Personal and medical history • Cognitive deficits • Cognitive assessments • Conclusions • Recommendations

  14. Science article • Opportunity to be more creative • Use of straightforward language • Links to science in the media • Promotes in depth understanding • Creates portfolio for students

  15. Peer assessment • Develops critical evaluation • Need for constructive feedback • Peer comparison • Awareness of marking criteria • Harshest critics! • Assess student feedback • Peer grades not influential

  16. Committee panels • Students submit grant proposals • Student group panels assess proposals • Groups have to select spokesperson and give oral feedback and announce approval status • Students graded on individual grant proposal and group performance

  17. Student-led debates • Students allocated topic perspectives e.g free will vs determinism • Students create one page background summary and discussion questions that are available on Bb a week in advance • Students lead session and manage group discussions • Tutor silent observer • Students graded on summary and ability to facilitate group discussions

  18. Wikis and blogs • Used to log project supervision meetings and to monitor project progress • Group work in Research Methods • Used for PDP

  19. Student feedback • Overwhelmingly positive • Increased student engagement • More challenging • Highlight importance of clear, explicit instructions, expectations and marking criteria • Novel assessments suffer from lack of past examples • Module and course satisfaction increased - specific focus on lecturer enthusiasm

  20. Lecturer feedback • More engaging • More enjoyable, maintains enthusiasm • Reduces plagiarism • Slight increase in time and effort for initial preparation • Highlight importance of clear, explicit instructions, expectations and marking criteria • Student feedback and personal reflection encourages modification and refinement

  21. Wider feedback • Departmental acknowledgement - annual monitoring • Dissemination of best practice • University acknowledgement • Excellence in teaching awards for each member of course team • Excellent external examiner feedback

  22. Evaluation • Other methods used? • Potential for incorporation in any of your modules? • Personal preferences? • Practicality? • Additional ideas?

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