Karl gale &_sarah_annand
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Can a Big Change in Continuous
Assessment
lead to a Big Change in
Conceptual Understanding?
Dr Lynn Moran,Presenters: Karl Gale & Sarah
AnnandDepartment of Physics
Changes in Continuous Assessment
– Background / Aims
– Assessment Changes
– Logistical Changes
Changes in Conceptual Understanding?
– Results
– Observations
UoL L&T Conf 2010
Changes in Continuous Assessment
UoL L&T Conf 2010
Background
• 4th yr running PHYS124 (Thermodynamics & Kinetic Theory)
• Always positive feedback on lectures
• Students struggle to apply theory to homework assignments
• End of module -> exam week ≈ 11 weeks
• Exam results average
• In exam students (correctly) recall/explain bits explained in
a slightly ‘different way’ e.g. demonstrations
UoL L&T Conf 2010
Aims
• To engage the students with the
material throughout the module.
• To encourage ‘deep’ rather than
‘surface’ learning strategies.
• To require the students to apply
theory to problems throughout the
module.UoL L&T Conf 2010
Continuous Assessment
Year 2007/08 2008/09 2009/10
Method 3 homework sheets
4 PBL projects 4 PBL projects
6 electronic assignments
6 electronic assignments
% of Total Module Mark
10% 30% 50%
UoL L&T Conf 2010
Logistical Changes (1/2)Lecture theatre Flat room with moveable tables
OLD SET UP NEW SET UP
Accommodation
Tiered lecture theatre Flat room with moveable tables
No demonstrators PG demonstrators
Whole group 3 sessions 3 sessions, group halved for 1
UoL L&T Conf 2010
Logistical Changes (2/2)
Monday ‘facilitation’ sessions – Class divided in half for facilitation session
Tuesday slots used for ‘techniques’ sessions
Friday ‘presentation & peer-assessment’ sessions
UoL L&T Conf 2010
Mastering Physics
Pearson Education product
Weekly assignments
Immediate feedback
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Introduction
• Very important to ‘sell’ PBL to students
• Introductory project to allow them to learn to overcome the difficulties of group work
• To allow them to become familiar with the assessment methods
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Project 1
You are interested in purchasing a new ‘green’ car.
Which one should you buy in order to minimise the overall cost?
UoL L&T Conf 2010
UoL L&T Conf 2010
UoL L&T Conf 2010
Changes in Conceptual
Understanding?
UoL L&T Conf 2010
Homework Sheets 1 2 3
Average mark 2007-08 45 37 50
Median mark 2007-08 45 30 45
Work Submitted (%) 2007-08 62 49 40
Continuous Assessment 2007/08
UoL L&T Conf 2010
PBL ProjectsProject 1 2 3 4
Average mark 2008-09
69 73 73 76
Average mark 2009-10
75 70 80 79
Median mark 2008-09
75 76 75 78
Median mark 2009-10
77 70 85 82
Work Submitted (%) 2008-09
100 94 91 89
Work Submitted (%) 2009-10
100 100 97 97
UoL L&T Conf 2010
Mastering PhysicsMP Assignment 1 2 3 4 5 6
Average mark 2008/09 65 78 77 80 71 71
Average mark 2009-10 79 74 78 76 73 88
Median mark 2008-09 66 83 84 88 80 80
Median mark 2009-10 89 80 85 81 77 96
Work Submitted (%) 2008-09 91 87 82 68 74 77
Work Submitted (%) 2009-10 95 94 95 94 95 96
UoL L&T Conf 2010
Comparison with other modules
In 2 other 7.5 credit year 1 modules in semester 2
Attendance
PBL average 78% (2008/09) 90% (2009/10)
2 other modules average 53%
MP Assignments
Paper/Electronic: Number of Students 80% Ave Mark 73%
Electronic Only: Number of Students 58% Ave Mark
42%
PBL: Number of Students 87% Ave Mark 76%
UoL L&T Conf 2010
12.5 25 37.5 50 62.5 75 87.5 1000
5
10
15
20
25
Class Test (Students v Marks)
Marks
Comparison with other modules
UoL L&T Conf 2010
2 Repeat Students
• 2 mature students – repeating the year
• 3rd attempt at examination
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ExaminationLeave the exam in exactly the same format as
the previous year or completely different?
If the same: Would I be measuring influence of
PBL?
If completely different: Would any comparison be
possible?
2 questions worth 50% each
Changed 1 completely, 1 not at all!
UoL L&T Conf 2010
Examination
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Feedback from both years confirms
Van Kampen et al (2004),
‘it was easier to revise as I remember what was covered in the module better from having to research the information and apply it.’
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Conclusions
• Students engaged & took ownership of the
problems
• ‘Complained’ that they put in far more work
in this module than any other
• Better problem solving ability demonstrated
UoL L&T Conf 2010
The Future• 2009/10 introduced The Year 1 Project in week 1 of semester 1
• 2010/11 Year 1 Project will increase from 2½ days to 1 week long
• 7.5 credit module in semester 1 to become PBL based
• 2011/12 hope that an advanced laboratory in year 2 will be
based on enquiry based learning as a basis for final year
projects.
UoL L&T Conf 2010