Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London
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Transcript of Dr Helen Barefoot University of Hertfordshire Professor Mark Russell King’s College London
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Effecting Sustainable Change to Assessment Practice and Experience in the Biosciences; The ESCAPE project
Dr Helen Barefoot University of HertfordshireProfessor Mark Russell King’s College London
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Assessment challenges…
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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
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The ESCAPE project
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The ESCAPE Process
Individual dialogue with
project manager and
review of current
practice using appreciative
inquriy
Two day event module teams:
* sharing of challenges
* exploration of pedagogical
values and beliefs
* consideration of principles of good practice
Assessment redesign with support from the project
team
Assessment implementation
with support from project
team
Evaluation of assessment
practice
Event for module teams.: dissemination
of experiences / sustainability
planning
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Effectiveness vs. efficiency
Waste of time
Effectiveness
Effi
cien
cy (o
r 1/t)
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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)
Previous assessment schedule New assessment schedule
Laboratory report (20%) Laboratory report (20%)
Poster presentation (20%) Poster presentation (20%)
Formative progress test (0%) Formative progress test (0%)
Summative progress test 1 (Sem A) (25%) Summative progress test 1 (Sem A) (25%)
Summative progress test 2 (early Sem B) (10%)
10 EVS drop quizzes throughout module (10%)
Summative progress test 3 (Sem B) (25%) Summative progress test 3 (Sem B) (25%)
Original assessment pattern
Redesigned assessment pattern
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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
WATS number Topic area Mean Score4 Indices and scientific notation 87
9 Logarithms 82
3 Basic mathematical skills 81
7 SI units 76
2 BODMAS and basic arithmetic 75
5 Ratios and percentages 75
6 Concentrations 74
10 Dilutions 69
14 Half-life, percentages, dilutions, ratios 64
15 Easier fun calculations 63
13 Dilutions, physiology related calculations 48
11 Moles, pH, linear regression 47
8 Dilutions 46
12 Half-life, Lambert-Beer law, physiology related calculations 46
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• Context: 100% coursework module, large student numbers
• Pedagogy: Peer assessment• Challenge: Not enough self reflection, too much
moderation• Technology: Data gatherer
Briefing workshop
Laboratory experience
Writing of individual
report
Peer marking activity
Mark and give
feedback
Technology enhanced peer assessment – Fang Lou and Helen Barefoot
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SA A NAND D SD0
1020304050607080 This peer assessment activity
was beneficial for my learning
SA A NAND D SD0
1020304050607080 As a consequence of the peer assessment I
feel better prepared for my next lab report
SA A NAND D SD0
102030405060708090 I benefited from marking
another persons work
SA A NAND D SD0
102030405060708090 I benefited from considering my own re-
port in relation to the piece of work I was marking
Num
ber o
f stu
dent
resp
onse
s
(Barefoot et al, 2011)
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ESCAPE ThemesGood 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
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SummaryBenefits 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
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ESCAPE Resources• https://jiscdesignstudio.pb
works.com/w/page/ESCAPE-Project
• Blog http://escape-uh-jisc.blogspot.com/
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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.