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Putting chemistry to the TESTA

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Presented at Variety in Chemistry Education 2014. Using the Transforming the Experience of Students Through Assessment to evaluate a review of the chemistry curriculum at Keele University.

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Putting chemistry to the TESTA

  1. 1. Putting Chemistry to the TESTA Dr Katherine J. Haxton k.j.haxton@keele.ac.uk @kjhaxton
  2. 2. Need for general review of curriculum Significant changes in staff Re-introduction of Royal Society of Chemistry accreditation (and requirements) Development of Keele’s Graduate Attributes and subject specific graduate skills Inclusion of diverse assessment and feedback
  3. 3. How do you evaluate a curriculum review?
  4. 4. Transforming the Experience of Students Through Assessment Reflection on Assessment and Feedback Student Questionnaire Student Focus Group Inventory of Course
  5. 5. Our TESTA Journey • Change Academy, Feb. ‘12, Psychology Pilot • Modular system – provides framework for course-wide perspective • Keele-wide deployment of ‘TESTA lite’ in Sept. ‘13 • Before and After data for Chemistry Curriculum Review, Aug. ‘14 CC BY-ND 2.0 https://www.flickr.com/photos/philwirks/
  6. 6. The Chemistry Approach Carried out TESTA ‘lite’ for Major Route Chemistry 1st & 2nd year 60 credits Chem, 3rd year 120 credits Chem including 30 credit research project • Old: 65 summative assessments over 240 credits • New: 54 summative and 8 formative assessments over 240 credits [120 credits in 2nd subject in 1st & 2nd year]
  7. 7. 0 10 20 30 40 50 60 70 Coursework Written Exam Practical Exam Other %credits Broad Assessment Types: Overall OLD NEW
  8. 8. 0 10 20 30 40 50 60 70 80 FHEQ L4 OLD FHEQ L 4 NEW FHEQ L5 OLD FHEQ L5 NEW FHEQ L6 OLD FHEQ L6 NEW %Credits Broad Assessment Types: by Year Coursework Written Exam Practical Exam Other
  9. 9. 0 2 4 6 8 10 12 Lab Book / Report Lab Assessment / Practicals Practical Exam - Lab based 0 2 4 6 8 10 12 Lab Book / Report Lab Assessment / Practicals Practical Exam - Lab based Red – OLD Blue – NEW Number of Lab Assessments, Level 4 Number of Lab Assessments, Level 5
  10. 10. 0 2 4 6 8 Exam Unseen Class Test (S) Class Test (F) 0 1 2 3 4 5 6 7 8 Exam Unseen Class Test Number of Exam-type Assessments Level 4 Level 5 0 1 2 3 4 5 6 7 8 Exam Unseen Class Test (S) Class Test (F) Level 6* Red – OLD Blue – NEW *estimated
  11. 11. FHEQ L4 FHEQ L5 FHEQ L6 OLD NEW OLD NEW OLD NEW Presentation (Individual) 1 1 1 0 0 3 Poster (Individual) 1 0 1 1 0 3 Poster (Group) 0 1 0 0 0 0 Presentation Skills
  12. 12. % Breakdown of Feedback Types Individual typed/writte n 52% Generic/Gro up typed/writte n 13% Model answer 18% Audio-visual 13% Verbal /face to face group 4%
  13. 13. https://www.flickr.com/photos/domiriel/CC BY-NC 2.0 Shortcomings: Broad Brush • TESTA defines summative assessment as a point at which marks are allocated. – judgement required where assignments have multiple assessment points (e.g. Peer vs Tutor) • Many summative assessments have formative elements – e.g. peer review of a draft laboratory report • Many assessments have several ways of awarding marks – e.g. presentation with self, peer and tutor assessment elements
  14. 14. Conclusions & Acknowledgements • TESTA is a good way to provoke discussion on assessment and feedback within a course. • Must acknowledge limitations • Chemistry course is different, reflects draft Benchmarking statement (but *feels* better!) • Thanks to: Keele TESTA people, Chemistry staff and students.
  15. 15. Links • TESTA http://www.testa.ac.uk/ • Keele’s TESTA site http://www.keele.ac.uk/lpdc/learningteaching/reviewofasses smentpractices/resources/

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