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Solving the maze : Helping students to succeed at assessment.

Solving the maze : Helping students to succeed at assessment. Angela Hammond, Andy Gillett, Keith Pinn Interdisciplinary Studies. Who & What. Andy Gillett English for Academic Purposes Angela Hammond Research and Study Skills Keith Pinn Head of Consortium Programmes Roger Dimond

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Solving the maze : Helping students to succeed at assessment.

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  1. Solving the maze: Helping students to succeed at assessment. Angela Hammond, Andy Gillett, Keith Pinn Interdisciplinary Studies

  2. Who & What • Andy Gillett • English for Academic Purposes • Angela Hammond • Research and Study Skills • KeithPinn • Head of Consortium Programmes • Roger Dimond • Consultant

  3. Last year: Our approach • Decided to find out: • Initial look at assessment types at UH • 2005/6: Sampled 7595 Modules • Wide range of assessment practices

  4. Tasks • Multiple choice • Open book • IT based • Interactive • Group element • Role play Medium • Oral • Numeric • Diagram/Pictorial Who assesses? • Self assess • Peer assess • Self set element Cognitive skills • Analytic • Evaluative • Skills focus • Primary research • Theory focus Time-span • Reflective • Process/Periodic • Portfolio Work-related • Practice focus • Case Study

  5. This year • Needed further research • Small range of UH Modules • Looked at assessment tasks • Students’ previous experience with these tasks • KST1 (now JH) – wide range of subjects

  6. HEFCE, Issues Paper, July 2003/32, p. 8

  7. UH F E D C B A

  8. Wider context • Widening participation • Skills and employability agenda • Curriculum 2000 • Tomlinson 2004 • 14-19 reforms (Diplomas) • Government emphasis on ‘personal, learning and thinking skills’.

  9. UH F E D C B A

  10. Tasks • Multiple choice • Open book • IT based • Interactive • Group element • Role play Medium • Oral • Numeric • Diagram/Pictorial Who assesses? • Self assess • Peer assess • Self set element Cognitive skills • Analytic • Evaluative • Skills focus • Primary research • Theory focus Time-span • Reflective • Process/Periodic • Portfolio Work-related • Practice focus • Case Study

  11. Questions to the audience • Lack of content knowledge? • Previous experience of learning? • Our admissions procedures? • True parity across different national exams? • Expectations/perceptions of lecturers? • Our assessment procedures?

  12. Possible solutions • ‘Levelling up’ modules? • Address coursework/exam balance? • Better attuned assessment methods? • Further research - qualitative

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