1 / 5

Formative Assessment Through Peer-Instruction

Formative Assessment Through Peer-Instruction. Colin Bell Lecturer in Engineering Design Oxford Brookes University 2014. What is Formative Assessment?. Educational Assessment. Summative. Formative. Summarises student learning Evaluates teaching quality. Shapes Student learning

meena
Download Presentation

Formative Assessment Through Peer-Instruction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Formative Assessment Through Peer-Instruction Colin Bell Lecturer in Engineering Design Oxford Brookes University 2014

  2. What is Formative Assessment? Educational Assessment Summative Formative • Summarises student learning • Evaluates teaching quality • Shapes Student learning • Shapes development of teaching curriculum Only formative if something is dependent on the outcome of the assessment and the information gained is used to alter teaching and learning process Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3-4), 283-289.

  3. Why Use Formative Assessment? • Continuous monitoring and improvement of teaching style • Adjustment of course material to suit needs of students • Local (institute-level requirements) • National-level aims and goals “you don’t fatten the pig by weighing it” Sharpe, R. (2012). Engaging with graduate attributes. Brookes e-Journal of Learning and Teaching. Vol.4.Iss.1. Available at: http://bejlt.brookes.ac.uk/articles/engaging-with-graduate-attributes/ UKPSF. (2011). The UK Professional Standards Framework for teaching and supportng learning in higher education. Available at: http://www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011.pdf

  4. Inspiration For Peer Instruction (PI): “Many students learn very little physics from traditional lectures” • PI includes questions designed to engage students and uncover difficulties with the material • Basic premise requires students to apply core concepts being presented and then explain those concepts to their fellow students • Students are not graded on these tests Presentation from Prof. Eriz Mazur of Harvard University Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.

  5. Incorporating PI Formative Assessment • Taught technical drawing previously for several years • Weekly assessed exercises that combines formative and summative assessment • Found that students didn’t pay much attention to feedback and were more concerned about grade Weekly marking outside of class Weekly student marking Weekly marking in front of class SUMMATIVE FORMATIVE Good Better Best Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. Educational evaluation: New roles, new means, 26-50.

More Related