Assessing learning for ‘one shot’ teaching sessions - Natasha Skeen.
Natasha Skeen. Community Liaison Librarian, University of Worcester. email@example.com April 2015
Research skills sessions at the Hive consist of teaching students the finer points of:
• Resources – varieties, pros and cons
• Knowing where to look – databases/catalogues
• How to find resources – keywords/Boolean
• Reading critically
It is beneficial to summatively assess the students’ levels of understanding, especially when it is the only session with
them (in my case I usually teach sixth formers who don’t always respond well to verbal, formative assessment).
At the end of my one-day teaching sessions I set the students a 30 – 60 minute poster project. This enables me to assess
how much they’ve taken in and what (if anything) I need to improve for future sessions.
The poster will either be on a subject of my choosing or if they’re visiting the Hive as part of a specific course their
teacher may set a subject for them. In either case the students must include a number of criteria in their poster.
Billington, HL. (1997) Poster presentations and peer assessment: novel forms of evaluation and assessment. Journal of Biological Education 31 (3), 218 - 220
Newton, DP. (2012) Teaching for Understanding. 2nd
ed. London, Routledge.
Summers, K. (2005) Student assessment using poster presentations. Paediatric Nursing. 17 (8), 24 – 26
A-Level History students topic, set by teacher.
Further research: Assessment strategies for the shorter one-shot Information
Assessment Criteria. (Keywords)
Working in groups students must include:
A) An overview or three facts about the subject.
B) A list of keywords useful for searching
C) A reference list of at least three items, which must include at least one:
• (Online) journal article
• One book
D) A theme/angle for further research.