Putting chemistry to the TESTA
-
Upload
katherine-haxton -
Category
Education
-
view
389 -
download
3
description
Transcript of Putting chemistry to the TESTA
![Page 2: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/2.jpg)
Need for general review of curriculum
Significant changes in staff
Re-introduction of Royal Society of Chemistry
accreditation (and requirements)
Development of Keele’s Graduate Attributes and
subject specific graduate skills
Inclusion of diverse assessment and feedback
![Page 3: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/3.jpg)
How do you evaluate a curriculum review?
![Page 4: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/4.jpg)
Transforming the Experience of Students
Through Assessment
Reflection on Assessment
and Feedback
Student Questionnaire
Student Focus Group
Inventory of Course
![Page 5: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/5.jpg)
Our TESTA
Journey• Change Academy, Feb.
‘12, Psychology Pilot
• Modular system –provides framework for course-wide perspective
• Keele-wide deployment of ‘TESTA lite’ in Sept. ‘13
• Before and After data for Chemistry Curriculum Review, Aug. ‘14
CC BY-ND 2.0 https://www.flickr.com/photos/philwirks/
![Page 6: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/6.jpg)
The Chemistry Approach
Carried out TESTA ‘lite’ for Major Route Chemistry
1st & 2nd year 60 credits Chem, 3rd year 120 credits
Chem including 30 credit research project
• Old: 65 summative assessments over 240 credits
• New: 54 summative and 8 formative assessments
over 240 credits
[120 credits in 2nd subject in 1st & 2nd year]
![Page 7: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/7.jpg)
0
10
20
30
40
50
60
70
Coursework Written Exam Practical Exam Other
% c
red
its
Broad Assessment Types: Overall
OLD NEW
![Page 8: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/8.jpg)
0
10
20
30
40
50
60
70
80
FHEQ L4OLD
FHEQ L 4NEW
FHEQ L5OLD
FHEQ L5NEW
FHEQ L6OLD
FHEQ L6NEW
% C
red
its
Broad Assessment Types: by Year
Coursework Written Exam Practical Exam Other
![Page 9: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/9.jpg)
0
2
4
6
8
10
12
Lab Book / Report Lab Assessment /Practicals
Practical Exam - Lab based
0
2
4
6
8
10
12
�Lab Book / Report �Lab Assessment /Practicals
�Practical Exam - Labbased
Red – OLD
Blue – NEW
Number of Lab Assessments, Level 4
Number of Lab Assessments, Level 5
![Page 10: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/10.jpg)
0
2
4
6
8
Exam Unseen Class Test (S) Class Test (F)
0
1
2
3
4
5
6
7
8
Exam Unseen Class Test
Number of Exam-type
Assessments
Level 4
Level 5
0
1
2
3
4
5
6
7
8
Exam Unseen Class Test (S) Class Test (F)
Level 6*
Red – OLD Blue – NEW
*estimated
![Page 11: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/11.jpg)
FHEQ L4 FHEQ L5 FHEQ L6
OLD NEW OLD NEW OLD NEW
Presentation
(Individual)1 1 1 0 0 3
Poster
(Individual)1 0 1 1 0 3
Poster
(Group)0 1 0 0 0 0
Presentation Skills
![Page 12: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/12.jpg)
% Breakdown of Feedback Types
Individual typed/writte
n 52%
Generic/Group
typed/written
13%
Model answer
18%
Audio-visual13%
Verbal /face to face group
4%
![Page 13: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/13.jpg)
https://www.flickr.com/photos/domiriel/CC BY-NC 2.0
Shortcomings: Broad Brush
• TESTA defines summative assessment as a point at which marks are allocated.
– judgement required where assignments have multiple assessment points (e.g. Peer vs Tutor)
• Many summative assessments have formative elements
– e.g. peer review of a draft laboratory report
• Many assessments have several ways of awarding marks
– e.g. presentation with self, peer and tutor assessment elements
![Page 14: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/14.jpg)
Conclusions & Acknowledgements
• TESTA is a good way to provoke discussion on assessment and feedback within a course.
• Must acknowledge limitations
• Chemistry course is different, reflects draft Benchmarking statement (but *feels* better!)
• Thanks to: Keele TESTA people, Chemistry staff and students.
![Page 15: Putting chemistry to the TESTA](https://reader033.fdocuments.in/reader033/viewer/2022052911/559cf5d41a28ab7e438b471f/html5/thumbnails/15.jpg)
Links
• TESTA
http://www.testa.ac.uk/
• Keele’s TESTA sitehttp://www.keele.ac.uk/lpdc/learningteaching/reviewofasses
smentpractices/resources/