SCHOLAR: eAssessment design for science and engineering - Helen Ashton

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Helen Ashton shared her extensive experience of developing eAssessment questions in Maths and Science subjects for the SCHOLAR resources. These are online formative resources for all pupils in Scottish Secondary Schools at Intermediate, Higher and Advanced Higher level.

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SCHOLAR: eAssessment design for science and engineering - Helen Ashton

  1. 1. eAssessment Design for Science & Engineering Dr Helen AshtonHead of eAssessment, SCHOLAR Heriot-Watt University
  2. 2. Overview Why bother? What is important? Different approaches Assessing the right learning outcome Supporting the learnerA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  3. 3. Why bother? Support students Independent learning Reduce marking Immediate response Improve feedback To students To staffA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  4. 4. What is important? Repeated practice Constructed answers Feedback Appropriate assessments Progress monitoring How am I doing? How are they doing? (But not ALL the time!)A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  5. 5. Simplify3 (7 - x + 6x2 + 4x3 - 8x4) - 4 (2 - 2x + 9x3) The 4 options: -1 + 7x + 6x2 - 32x3 - 8x4 •Not using multiplier of 1st bracket 29 - 11x + 18x2 + 48x3 – 24x4 •Not using sign for 2nd bracket 23 - 5x + 18x2 + 21x3 – 24x4 •Not using multiplier of 2nd bracket 13 + 5x + 18x2 - 24x3 – 24x4 •Correct A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  6. 6. Simplify3 (7 - x + 6x2 + 4x3 - 8x4) - 4 (2 - 2x + 9x3) The 4 options: -1 + 7x + 6x2 - 32x3 - 8x4 •Not using multiplier of 1st bracket 29 - 11x + 18x2 + 48x3 – 24x4 •Not using sign for 2nd bracket 23 - 5x + 18x2 + 21x3 – 24x4 •Not using multiplier of 2nd bracket 13 + 5x + 18x2 - 24x3 – 24x4 •CorrectCorrect answer can be found by multiplying out the numbers only.Need to be aware the question is different to a constructed version.Often when MC versions are created, questions are changed dramatically. A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  7. 7. What is the equation of the line?Assume student knows:• the form of a straight line equation,• that m is the gradient & relates to how much we move up and along,• that c is the intercept & relates to where the line crosses an axis.So… choices are expression of the form y = m x + c m: 2, ½, -2, -½ with possible values of c: 4, -2 A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  8. 8. What is the equation of the line?  y=2x+4 y=2x-2 y=½x+4 y=½x–2  y = -2 x + 4  y = -2 x – 2  y = -½ x + 4  y = -½ x - 2Even with all these assumptions, we still have 8 choices for the answer.How many choices are needed if we don’t make all of these assumptions?How easy is it to find your answer in all of these choices? A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  9. 9. Designing Assessments Start with the learning objectives Think about what you would LIKE to do Technical Educational Develop question Review against learning objectivesA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  10. 10. Question DesignOften we are trying to create a questiononline which used to exist on paper.We need to assess the same objectives.What are our options?How does this effect the appropriateness ofthe question? A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  11. 11. Constructed Answers: ExampleDiagrams 1 and 2 on the worksheet show part of the graph y = f (x).(a) On Diagram 1, draw the graph of y = - f (x).(b) On Diagram 2, draw the graph of y = f (x + 2).A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  12. 12. Option 1 – Multiple ChoiceA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  13. 13. Option 1 – Multiple ChoiceAdvantages Easy to create and mark Easy for student to answer Some randomisation possibleDisadvantages Recognition and Elimination NOT construction High screen real estate required Limited possible answersA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  14. 14. Option 2 - HotspotA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  15. 15. Option 2 - HotspotAdvantages Easy to mark Lower screen real estate Construction of an answer - many possibilities Partial credit possibleDisadvantages Answer is not a graph of –f(x) Could be fiddly for student to answer Time consuming to create Low reusability - no randomisationA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  16. 16. Option 3 - FlashA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  17. 17. Option 3 - FlashAdvantages Lower screen real estate Easy to mark Construction of an answer – many possibilities Partial credit possible Graph shows in context High reuse - randomisation possibleDisadvantages Creation requires multimedia authoring skills Some accessibility issuesA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  18. 18. Appropriate Learning OutcomeSolving simultaneous linear equations… Partly answered question(a) algebraically (b) graphically Showing feedback. Graphically, student must demonstrate A programme of Heriot-Watt University  they can draw the appropriate graph. SCHOLAR  Prògram Oilthigh Heriot-Watt
  19. 19. Appropriate markingFollow through: allowingstudents to gain crediteven if they make an initialmistake. A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  20. 20. Appropriate marking Partly answered question showing follow through and feedback.Here the best fit line isincorrect, but theappropriate equation ofthis line has been entered.Feedback and marks aregiven as appropriate. A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  21. 21. Be adventurous!A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  22. 22. What do teachers think? “Constructing questions in this format that challenged the students was considerably harder than Id expected but probably took no longer than constructing a traditional exam. And it was nice to have no marking!” Computer Science Lecturer, Heriot-Watt UniversityA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  23. 23. What do teachers think? “It moves the work from marking the exam to setting the exam, and allows one to concentrate on what is a suitable question.” Computer Science Lecturer, Heriot-Watt UniversityA programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt
  24. 24. Any Questions? H.S.Ashton@hw.ac.ukOnline Demonstrations http://www.calm.hw.ac.uk/pass-it.html A variety of questions can be found in the demos.SCHOLAR Examples: http://scholar.hw.ac.uk (Choose Country> Try SCHOLAR)A programme of Heriot-Watt University  SCHOLAR  Prògram Oilthigh Heriot-Watt

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