UCD Case 1: Group Poster or Group Presentations

Dr Kathy O’Boyle, School of Biomolecular & Biomedical Science.

Geraldine O’Neill, UCD T&LUniversity College Dublin.

The Assessment Choices

A: Group Oral B: Group Poster

Assessment contributed 20% of module grade

PHAR30040, Stage 3 BSc

Why I decided to use these assessments

verbal (formal)

performance

organisation - timing

visual - creativity

1. UCD audit of assessment practice 2007-2008:• Mapped degree major aims to curriculum• Aligned assessment practice to aims

little formal assessment of communication skills and creativity

2. Real world choice:

3. Students have different strengths

oral

poster

Scientific communication

visual - creativity

writing skills

organisation - pre-plan

verbal (informal)

How implemented

11 groups, n6

Match for: - programme - ability

2. Develop equitable, transparent assessment criteria

3. Assess groups

4. Collect student feedback

Coach re group workExplain choice

Class of 65, Stage 3 students1.

Developing equity of assessment methods

Geraldine O’Neill, UCD Centre for Teaching and Learning Inclusive Assessment Project

Geraldine O’Neill, UCD Centre for Teaching and Learning Inclusive Assessment Project

Assessment criteria

Outcome: no difference in students’ performance

The choice: 10 oral presentations, 1 poster

Student comments

Oral Poster

10 groups

25/59 respondents

1 group

4/6 respondents

Why?‘We knew we could do well with this method’

‘Wanted to try something different’

Glad you chose this method? 100% yes 50% yes

Positive experiences

‘I feel better prepared for next year’

‘really benefited from working in a group’

‘it was nice to have some choice’

‘It was new, different’

‘physical evidence of work’

Student feedback

1 2 3 4 5

I felt I should have had more control over assessment

It helped to talk to other students about the choice

Staff didn't give enough advice in helping us chose

My assessment allowed me to show my knowledge

I would like greater variety of choice

It was a relief to experience some choice

I was confident in my choice

My method was not as well explained

I was satisfied with examples of my method vs other

I felt I was given adequate support

I was satisfied with level of feedback vs other

Workloads appeared similar

I found it stressful to have to chose

I felt I was given sufficient information to make choice

Choice allowed me to play to my strengths

Having choice reduced stress

I felt empowered by having choice

I appreciated being given choice

Module tried to accommodate my learning style

I felt ownership of learning experience

Mean (Likert)

strongly disagree undecided agree stronglydisagree agree

n = 29

Student feedback: oral versus poster

Difference of >1 Likert point

1 2 3 4 5

Staff didn't give enough advice in helping us chose

I was confident in my choice

My method was not as well explained

I felt I was given adequate support

Workloads appeared similar

I felt I was given sufficient information to make choice

oralposter

Mean (Likert)

strongly disagree undecided agree stronglydisagree agree

poster: n = 4oral: n = 25

Staff reaction(s) and suggestions for change

• Required considerable initial effort

• Concerned about equity

validity of assessment

• Increased student engagement

• Encouraged ownership of learning

• Empowered students

• Gave students a chance to excel

Pros Cons

Lessons: Avoid unbalanced division Better communication between staff!!