Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
Darvree Downey and Maeve Scott              Science Department Institute of Technology Tallaght                           ...
2
Study• Background• ObjectivesModule• Descriptions• Delivery of practical elementMethod• Statistical methodsResultsConclusi...
Laboratory Assessment ~ 35% of modulemarksLaboratory assessment aims to assessachievement of the practical-componentlearni...
Since the last programmatic review (in 2006) there isno failed element in any of the laboratory subjects inITT’S Science D...
   How does laboratory assessment equate with    students achievements in other summative    assessments within the same ...
Interpretation of                                Application of                        Use of analyticallegal requirements...
   The practical component of laboratory exams    are designed to assess laboratory technique    and equipment usage skil...
To determine if current laboratory     assessment methods used for a range of     scientific modules in ITT Dublin are1.  ...
Students have diverse learning styles soassessment methods should vary for anequitable approach.Summative assessment metho...
The practical element of a course can beassessed a number of ways to determine thesame learning outcomes. All assessmentme...
   Suits students with good language and planning skills   Can disadvantage some learners, in particular      Students ...
1.        Originality?     ◦    Anti-plagiarism software2.       High marks not necessarily reflective of         laborato...
   Helping the students to think about the    quality of their own work (Rust, 2005)   Generation of internal feedback  ...
   Formal oral laboratory assessment    exams can disadvantage students with    poor auditory and language skills   Chal...
Questioning of students during laboratorysessions can assess the preparation, depth oflearning and organisational skills.d...
◦ Students with poor language skills can have difficulties with providing articulate responses◦ Students with auditory pro...
   A chance to assess students’ laboratory technique and data    analysis skills   Should suit sensing learners   Refle...
19
   4 modules:    ◦ Systems Validation (Pharmaceutical Science, Semester 7)    ◦ Scientific Analysis (Pharmaceutical Scien...
21
22
Suggests need for failed element?                                    23
24
25
Suggestion of a ‘better teaching’ effect?                               More in-class timeAcademically                   s...
27
Laboratory assessment and module                    exams measure different learning                    outcomes but there...
For ITT   Re-instatement of failed element where applicable to    ensure theory and practical learning outcomes are met ...
   Measure how learning style affects summative    assessment outcomes for laboratory-based    modules   Monitoring effe...
Broaden the range of lab assessmentmethods…..VLEs; Mindmaps; Reflective journals; Posters,Broaden use of questions in labs...
Acknowledgement:Many thanks to James Reilly, ITT Dublin for his help andadvice on statistical methodologies               ...
Upcoming SlideShare
Loading in …5
×

Equitable assessment of the practical component of scientific modules

1,356 views

Published on

  • Be the first to comment

  • Be the first to like this

Equitable assessment of the practical component of scientific modules

  1. 1. Darvree Downey and Maeve Scott Science Department Institute of Technology Tallaght 1
  2. 2. 2
  3. 3. Study• Background• ObjectivesModule• Descriptions• Delivery of practical elementMethod• Statistical methodsResultsConclusions 3
  4. 4. Laboratory Assessment ~ 35% of modulemarksLaboratory assessment aims to assessachievement of the practical-componentlearning outcomes.Changes have been introduced in laboratoryassessment practices in ITT in recent years. 4
  5. 5. Since the last programmatic review (in 2006) there isno failed element in any of the laboratory subjects inITT’S Science Department.Anecdotal belief that students are getting sufficientmarks to pass without achieving core learningoutcomes 5
  6. 6.  How does laboratory assessment equate with students achievements in other summative assessments within the same module? Is correlation with other forms of assessment indicative that the laboratory assessment is equitable? 6
  7. 7. Interpretation of Application of Use of analyticallegal requirements calculations and equipment or guidelines statistics Analysis, interpretation and Critical evaluation of Organisational skills application of resultspublished resources Meeting industry Time management needs 7
  8. 8.  The practical component of laboratory exams are designed to assess laboratory technique and equipment usage skills. Learning outcomes common to both theory (final module exam) and laboratory exams include organisational and time management skills and data analysis skills. 8
  9. 9. To determine if current laboratory assessment methods used for a range of scientific modules in ITT Dublin are1. Reliable indicators of a student’s ability to meet the overall module learning outcomes.2. Equitable for all learning styles 9
  10. 10. Students have diverse learning styles soassessment methods should vary for anequitable approach.Summative assessment methods should notdisadvantage any group of students. 10
  11. 11. The practical element of a course can beassessed a number of ways to determine thesame learning outcomes. All assessmentmethods have benefits and limitations. 11
  12. 12.  Suits students with good language and planning skills Can disadvantage some learners, in particular  Students with Dyslexia  Students for whom English is a second language  Auditory learners  Students with organisational difficulties Too much time spent writing reports at the expense of getting to grips with the subject matter (Race, 2006) 12
  13. 13. 1. Originality? ◦ Anti-plagiarism software2. High marks not necessarily reflective of laboratory competence ◦ Revision of marking schemes ◦ Introduction of practical lab exams ◦ In-class questions & observation 13
  14. 14.  Helping the students to think about the quality of their own work (Rust, 2005) Generation of internal feedback 14
  15. 15.  Formal oral laboratory assessment exams can disadvantage students with poor auditory and language skills Challenging for students who suffer from anxiety Preferred by auditory learners and students who have poor written skills. 15
  16. 16. Questioning of students during laboratorysessions can assess the preparation, depth oflearning and organisational skills.difficult to assess through other methods? 16
  17. 17. ◦ Students with poor language skills can have difficulties with providing articulate responses◦ Students with auditory problems can have comprehension difficulties.◦ Questions during laboratory work can add additional stress to students with poor organisational skills such as those with specific learning difficulties 17
  18. 18.  A chance to assess students’ laboratory technique and data analysis skills Should suit sensing learners Reflective learners can find practical skills assessment stressful Dyslexic students and students with other learning difficulties may not be given extra time/special consideration 18
  19. 19. 19
  20. 20.  4 modules: ◦ Systems Validation (Pharmaceutical Science, Semester 7) ◦ Scientific Analysis (Pharmaceutical Science, Semester 4) ◦ Biochemistry (Bioanalysis & DNA&Forensic Science, Semester 4) ◦ Principles of Biochemistry (Pharmaceutical Science, Semester 3) Final exam as marker of module competence Lab assessments methods as predictors Statistical analysis: Regression 20
  21. 21. 21
  22. 22. 22
  23. 23. Suggests need for failed element? 23
  24. 24. 24
  25. 25. 25
  26. 26. Suggestion of a ‘better teaching’ effect? More in-class timeAcademically spent on laboratorymore capable preparation &students? NO feedback? YES 26
  27. 27. 27
  28. 28. Laboratory assessment and module exams measure different learning outcomes but there is crossoverVery high correlation not expected Where there is very little correlation, it does suggest a disconnectIntuitive learners struggling withpractical skills? Sensing learners struggling to relate the theory to the practical? Are global learners losing out in the laboratory? 28
  29. 29. For ITT Re-instatement of failed element where applicable to ensure theory and practical learning outcomes are met Use of this type of analysis in all laboratory-based modules to highlight inconsistencies and measure the effects of year-on-year assessment changesGeneral Use the wealth of data available to highlight potential areas for improvement of summative assessment practices 29
  30. 30.  Measure how learning style affects summative assessment outcomes for laboratory-based modules Monitoring effects of new laboratory interventions on summative assessment outcomes 30
  31. 31. Broaden the range of lab assessmentmethods…..VLEs; Mindmaps; Reflective journals; Posters,Broaden use of questions in labs & oralassessments 31
  32. 32. Acknowledgement:Many thanks to James Reilly, ITT Dublin for his help andadvice on statistical methodologies 32

×