Student Examples Ted wins £3.68 short of one million pounds on the lottery.  How much does Ted win?
Student Examples
Student Examples How many hours and minutes is it from 8.35am one day to 1am the following day?
Student Examples Divide 238 by 8
I’m useless at maths! How e-assessment can be used to raise competence and confidence in student primary teachers? Sheila ...
Background <ul><li>Observing students </li></ul><ul><li>Listening to students – I hate maths! </li></ul><ul><li>Module exa...
1. Turning Point
In a sale an item that originally cost £90 is reduced by 20%.  What does it cost now? <ul><li>£81 </li></ul><ul><li>£99 </...
Raising Consciousness <ul><li>Johari profile </li></ul><ul><ul><li>unconscious incompetence </li></ul></ul><ul><ul><li>con...
<ul><li>North West </li></ul><ul><li>South East </li></ul><ul><li>North East </li></ul><ul><li>South West </li></ul>If you...
Response System Research <ul><li>“ Clickers” create a more positive and active  atmosphere in the large classroom. </li></...
How much will I pay for 8 items that each cost £5.99? <ul><li>£48.72   </li></ul><ul><li>£47.92   </li></ul><ul><li>£40.82...
Impact <ul><li>Students enjoy using them </li></ul><ul><li>Breaks up the lecture format </li></ul><ul><ul><li>One of many ...
2. Online Maths Assessment (OMA)
Details <ul><li>30 5-14 level F/E  questions </li></ul><ul><li>Itembank of 350 questions </li></ul><ul><li>1.5 hours </li>...
Research <ul><li>65% of students overall did not reach the 80% receommended competence level </li></ul><ul><li>Higher stud...
Benefits of the OMA <ul><li>Less staff time </li></ul><ul><li>Consistency of marking </li></ul><ul><li>Immediate and forma...
But … <ul><li>Single response </li></ul><ul><li>Non participation – the “lurkers” </li></ul><ul><ul><ul><li>(Conole and Wa...
Current and Future Developments <ul><li>Exam assessment of competence removed </li></ul><ul><li>OMA each year </li></ul><u...
A final word from a student <ul><li>“ I like maths!!!  I can't believe I am able to say this having hated it for years and...
References <ul><li>Caldwell, J. E. (2007). Clickers in large classrooms: Current research and best practice tips.  CBE Lif...
 
 
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I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary Teachers through the Use of e-Assessment?

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Presentation given by Sheila Henderson (University of Dundee) at eAssessment Scotland 2010

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  • Minimum entry requirement is Standard Grade Credit or Intermediate 2 Mathematics. Dundee has approximately 16 applicants for every place offered on BEd course. Poor performance in numeracy test can result in no offer of a place. Peer tutoring has been set up with PGDEP students and is planned for BEd once the pilot with PGDEP is evaluated.
  • 5-14 current curriculum structure – level F the highest – below Standard Grade/Int 2 content. Assessment piloted with Education colleagues and 180 Professional Graduate Diploma in Education Primary students. The research was to be based on the results of this group but the pilot indicated some technical issues which needed to be resolved. The current cohort of PGDEP students have been surveyed and assessed but data has not yet been analysed. When a question is answered incorrectly structured feedback is offered in the hope that subsequent attempts are successful.
  • Paradox that the higher the qualification the less likely to perform well Several students attempted the assessment throughout the semester and raised their scores from well below 65% to well over 80%. The only student to possess Advanced Higher Maths did not score the highest in the assessment. 5 students scored 96% (the highest score) – 4 with Standard Grade/ Int2 and 1 with Higher. Of the sample 80 students the ratio of those with Standard Grade/Int 2 to those with Higher is 2:1 yet within this 5 students ratio is 4:1.
  • I’m Useless at Maths! How Can We Overcome this Mindset with Student Primary Teachers through the Use of e-Assessment?

    1. 1. Student Examples Ted wins £3.68 short of one million pounds on the lottery. How much does Ted win?
    2. 2. Student Examples
    3. 3. Student Examples How many hours and minutes is it from 8.35am one day to 1am the following day?
    4. 4. Student Examples Divide 238 by 8
    5. 5. I’m useless at maths! How e-assessment can be used to raise competence and confidence in student primary teachers? Sheila Henderson University of Dundee School of Education
    6. 6. Background <ul><li>Observing students </li></ul><ul><li>Listening to students – I hate maths! </li></ul><ul><li>Module exam marks </li></ul>
    7. 7. 1. Turning Point
    8. 8. In a sale an item that originally cost £90 is reduced by 20%. What does it cost now? <ul><li>£81 </li></ul><ul><li>£99 </li></ul><ul><li>£72 </li></ul><ul><li>£45 </li></ul>
    9. 9. Raising Consciousness <ul><li>Johari profile </li></ul><ul><ul><li>unconscious incompetence </li></ul></ul><ul><ul><li>conscious incompetence </li></ul></ul><ul><ul><li>unconscious competence </li></ul></ul><ul><ul><li>conscious competence </li></ul></ul><ul><li>student’s own realisation prompts action </li></ul>(Luft and Ingham, 1955)
    10. 10. <ul><li>North West </li></ul><ul><li>South East </li></ul><ul><li>North East </li></ul><ul><li>South West </li></ul>If you are on a bearing of 045º in which direction are you heading?
    11. 11. Response System Research <ul><li>“ Clickers” create a more positive and active atmosphere in the large classroom. </li></ul><ul><li>(Caldwell, 2007) </li></ul><ul><li>Students desire to be involved and engaged. </li></ul><ul><li>(Trees and Jackson, 2007) </li></ul><ul><li>Registration rates of PRS “clickers” can indicate </li></ul><ul><li>‘ at risk’ students. </li></ul><ul><li>(Griff and Matter, 2007) </li></ul>
    12. 12. How much will I pay for 8 items that each cost £5.99? <ul><li>£48.72 </li></ul><ul><li>£47.92 </li></ul><ul><li>£40.82 </li></ul><ul><li>£46.02 </li></ul>
    13. 13. Impact <ul><li>Students enjoy using them </li></ul><ul><li>Breaks up the lecture format </li></ul><ul><ul><li>One of many ways </li></ul></ul><ul><li>Checks understanding </li></ul><ul><li>Anonymous </li></ul><ul><li>Responses can be saved </li></ul>
    14. 14. 2. Online Maths Assessment (OMA)
    15. 15. Details <ul><li>30 5-14 level F/E questions </li></ul><ul><li>Itembank of 350 questions </li></ul><ul><li>1.5 hours </li></ul><ul><li>Unlimited attempts </li></ul><ul><li>Formative feedback given </li></ul><ul><li>85% threshold (raised last year) </li></ul>
    16. 16. Research <ul><li>65% of students overall did not reach the 80% receommended competence level </li></ul><ul><li>Higher students less likely to reach threshold </li></ul><ul><ul><li>87% students < 80% (Higher) </li></ul></ul><ul><ul><li>73% students < 80% (Standard Grade) </li></ul></ul><ul><ul><li>(Henderson and Rodrigues, 2008) </li></ul></ul><ul><li>Increased competence = increased confidence </li></ul><ul><ul><li>(Henderson, 2010) </li></ul></ul>
    17. 17. Benefits of the OMA <ul><li>Less staff time </li></ul><ul><li>Consistency of marking </li></ul><ul><li>Immediate and formative feedback </li></ul><ul><li>Personal control </li></ul><ul><li>Reduced anxiety (compared to exam) </li></ul>
    18. 18. But … <ul><li>Single response </li></ul><ul><li>Non participation – the “lurkers” </li></ul><ul><ul><ul><li>(Conole and Warburton, 2005, p.28) </li></ul></ul></ul><ul><li>Trial and error approaches </li></ul><ul><ul><ul><li>(Walker, Topping and Rodrigues, 2008) </li></ul></ul></ul><ul><li>Development of higher order thinking </li></ul><ul><ul><li>(See Thelwall, 2000, p.40) </li></ul></ul>
    19. 19. Current and Future Developments <ul><li>Exam assessment of competence removed </li></ul><ul><li>OMA each year </li></ul><ul><li>Profile for Entry to Teaching Profession </li></ul><ul><li>Extend assessment – branching </li></ul><ul><li>Confidence measures </li></ul><ul><li>Online Language Assessment </li></ul>
    20. 20. A final word from a student <ul><li>“ I like maths!!! I can't believe I am able to say this having hated it for years and years at school … I have done it [the OMA] and actually got 100%. WOW!” </li></ul><ul><li>(BEd 4 student 2008-09) </li></ul>
    21. 21. References <ul><li>Caldwell, J. E. (2007). Clickers in large classrooms: Current research and best practice tips. CBE Life Sciences Education, 6 , 9-20. </li></ul><ul><li>Conole, G. & Warburton, W. (2005). A review of computer-assisted assessment, ALT-J, 13, 1, 17-31. </li></ul><ul><li>Griff, E. R. and Matter, S. F. (2007). Early identification of at-risk students using a personal response system British Journal of Educational Technology (Online Early Articles). doi:10.1111/j.1467-8535.2007.00806.x. </li></ul><ul><li>Henderson, S. and Rodrigues, S. (2008). Sc ottish student primary teachers’ levels of mathematics competence and confidence for teaching mathematics: Some implications for National Qualifications and Initial Teacher Education. Journal of Education for Teaching 34, 2, 93-107. </li></ul><ul><li>Henderson, S. (2010) Mathematics Education: The Intertwining of Affect and Cognition. Unpublished doctoral thesis. D.Ed. University of Dundee. </li></ul><ul><li>Luft, J. & Ingham, H. (1955). The Johari Window: A graphic model for interpersonal relations. Los Angeles, CA: University of California Western Training Laboratory in Group Development </li></ul><ul><li>Trees, A. R. and Jackson, M. H. (2007). The learning environment in clicker classrooms: Student process of learning in large university level courses using student response systems. Learning, Media and Technology, 32 , 21-40. </li></ul><ul><li>Walker, D., J., Topping, K. & Rodrigues, S. (2008). Student reflections on formative e-assessment: Expectations and perceptions, Learning, Media and Technology, 33, 3, 221-234. </li></ul>

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