Encouraging Creativity in Assessments Using Inquiry Based Learning

1. Encouraging Creativity in Assessments Using Inquiry Based Learning Maria Kutar and Marie Griffiths Salford Business School July 2010

2. Overview Inquiry Based Learning Using IBL at SBS: the PLES module Assessment on PLES Creativity in submitted assessments Student Feedback Discussion

3. Inquiry Based Learning IBL is a term used to describe approaches to learning that are based on a process of self-directed inquiry or research. It provides support for inquiry in the form of activities, assessments, resources, facilitation, learning environments It encourages the development of information literacy, critical thinking, self-reflection and other capabilities

4. Inquiry Based Learning Encourages peer-to-peer collaboration, and partnership (students and staff) Provides guidance on relevant inquiry methods, including how to frame good questions Provides support for development of information literacy, critical thinking, self-reflection and other capabilities Creates opportunities for students to share the results of their inquiries with peers and others

5. IBL @ SBS Module divided into four activities Trigger: practical exercise + resources to help students identify body of knowledge Theory / Literature which the activity leads to Contribution to collaborative space on VLE Synthesis session Also, intro, information literacy, expo, final synthesis sessionAlso, intro, information literacy, expo, final synthesis session

6. Formative Assessment Weekly tasks / activities students encouraged to develop artefacts illustrating their activities to be shared with the group collaborative space on the VLE for upload of artefacts, papers etc. artefacts presented and discussed in class informal feedback provided to students vehicle for discussion Information artefacts - importance of term to encourage broad viewInformation artefacts - importance of term to encourage broad view

7. Summative Assessment Expo Students developed artefact on surveillance society Encouraged to make use of web 2.0 technologies: video / website / prezi Exam Part 1: information literacy. Part 2: �traditional� subject knowledge questions Part 1:Students given outline of new topic for exploration. Explain how to approach the research for the topic and how to present the information discoveredPart 1:Students given outline of new topic for exploration. Explain how to approach the research for the topic and how to present the information discovered

8. Creativity Range of artefact types: websites, Prezi, Powerpoint Variety of media included Encouraging variety in artefacts also encouraged creativity in approaches to work how-to guides / comparison against sci-fi films / inclusion of research interviews Media - lots of video clips of students themselves, interviews etc Majid example David Bracegirdle exampleMedia - lots of video clips of students themselves, interviews etc Majid example David Bracegirdle example

9. Student Feedback Also benefitted from seeing other people�s work (wouldn�t with essay) Evidence of deep learningAlso benefitted from seeing other people�s work (wouldn�t with essay) Evidence of deep learning

10. Discussion IBL has enabled encouragement of creativity in formative and summative assessments collaboration and lots of formative assessment was important evidence that it encouraged deep learning Issues assignment brief �vague� - students needed additional guidance difficulty in rewarding creativity through marking scheme Rewarding creativity - not explicit in scheme, didn�t want to penalise students who did good work with a more formal approachRewarding creativity - not explicit in scheme, didn�t want to penalise students who did good work with a more formal approach