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15

  1. 1. CHEP Annual Conference: Student Engagement 24th January 2013 Theme: - Student Engagement: a catalyst for transformative change Tim McLernonTitle: Congruent assessment and feedback that satisfies educators and students in higher education. AN HEA SUPPORTED PROJECT Faculty of Art Design & Built Environment School of the Built Environment, University of Ulster
  2. 2. Assessment shapes Learning…
  3. 3. AIM • The aim of this study is…
  4. 4. The Study will explore…• Underlying hypothesis… • too much formal assessment and feedback.• A thesis that… • more informal assessment and feedback would enhance learning.
  5. 5. National Student Survey• Students influencing policy?!• Are the questions valid for the student discourse
  6. 6. Extraneous uses of assessment• KIS• WIS –League Tables »Choosing a University • etc
  7. 7. University
  8. 8. OUTPUT• From findings
  9. 9. FIVE KEY QUESTIONS: 1. What is assessment for? 2. How much? 3. What sort? 4. When? 5. What constitutes feedback?
  10. 10. METHODOLOGY 1• Literature Review –
  11. 11. METHODOLOGY 1• Literature Review – • Two different discourses some initial findings. used by academics and students respectively • Academics concerned with understanding feedback. Students not concerned with understanding feedback.
  12. 12. METHODOLOGY 2• Focus groups with • How they study students • What study activities • Focus on assessment • What feedback • What they do with feedback • What they recognise as feedback • etc
  13. 13. METHODOLOGY 3• Semi-structured • How do you learn? interviews with • Do you learn from students assessment? • How do you prepare for assesment? • How do you know what to do? • Do you consider previous feedback? • Etc.
  14. 14. YEAR GROUPS Blah! Blah! Blah!
  15. 15. Samples of assessment activities• Explored • Exam papers • Coursework & Briefs • Assessment criteria• Evaluated • Marking Schemes
  16. 16. EVALUATING EXAMINATIONS• Exam Questions ask • Student Answers students to: consist of:• - Discuss • - Bullet point answers• - Explain • - Facts only• - Compare • - Little discourse• - Describe • - Careless grammar• - Contrast • - Careless punctuation• - Evaluate
  17. 17. TUTORSMore Blah! Blah! Blah!
  18. 18. DISCIPLINES• The organisation of • Patterns of student universities is based around disciplines. activity span a continuum from the• The main social HEAVILY DIDACTIC framework of universities (eg Law and is discipline based. Medicine) to PARTICIPATIVE (eg• HOW MUCH attention do the Creative Arts) we pay to the pedagogy of discipline. • Do you agree?
  19. 19. Clustering of Academic Task Areas in Three Dimensions(From Biglan 1973 – Law added by this author)Task Area Hard Soft Nonlife System Life System Nonlife System Life System Astronomy Botany English AnthropologyPure Chemistry Entomology History Political Science Geology Microbiology Philosophy Psychology Math Physiology Communications Sociology Physics Zoology Ceramic Agronomy Accounting Educational Engineering Dairy Science Finance Administration andApplied Civil Engineering Horticulture Economics Supervision Computer Science Agricultural Law? Secondary and Mechanical Economics Continuing Education Engineering Special Education Vocational and Technical Education. 4 intellectual clusters: HP SP HA SA

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