DeirdreCaseyTransitiontoeassessmaths

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The document discusses a project using the computer-aided assessment tool Numbas to improve student attendance and engagement at math tutorials. Key points: - Large first year business student cohorts had low attendance and engagement in traditional math tutorials. Numbas was introduced to provide more regular assessments and immediate feedback. - Four tutorials per semester used Numbas, including practice questions students could access for a week and a short exam. Attendance increased significantly with Numbas compared to previous years. - Students reported enjoying math more and feeling it helped them learn the material better. Lecturers also felt it improved understanding. End of year exam pass rates increased after introducing Numbas.

Improving the Student Experience and Attendance
at Mathematics Tutorials using the Computer
Aided Assessment tool Numbas.
A joint project between UCC and CIT funded by the National
Forum of the Enhancement of Teaching and Learning in Higher
Education.

Initial Motivations
• 1st year Business Studies Students CIT
• Large cohort (>400)
• Low attendance and Engagement
• Lecturers have 18-20 contact hours per week
• Very difficult to have regular assessments and timely
feedback.
This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Why did we decide on e-assessment?
• Manage Lecturers workload
• Make regular assessment more practical
• Provide Immediate Feedback
• Record Marks directly to the Virtual Learning
Environment
• Learning Analytics
• Improve students’ Digital Literacy
This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Why Numbas?
• Free
• User Friendly, for both students and lecturers
• Each student sits a slightly different exam
• Show Hints
• Can Imbed instructional videos
• Can imbed interactive content eg. GeoGebra
This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Implementation
• 4 tutorials per semester changed to Numbas
• 1 Getting started with Numbas
• 3 Practice (45 mins) and Exam(15 mins)
• Students had access to practice questions for 1 week
• Exam questions were subset of practice questions
This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Students are more engaged when they use Numbas
This project is funded by the National Forum for the
Enhancement of Teaching and Learning in Higher Education
66%
59%
89%
80%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1 2
Attendance(%)
Semester in Academic Year 2015/16
Average Attendance at tutorials for First
year Business Studies in C.I.T.
No Numbas
Numbas
64%
31%
5%
Do you feel that Numbas Assessments
have allowed you to enjoy maths more in
college?(CIT)
Yes
No
Neutral

Students’ Maths skills improve when using Numbas
This project is funded by the National Forum for the
Enhancement of Teaching and Learning in Higher Education
Yes
64%
No
35%
Neutral
1%
Do you feel that Numbas has helped you
to retain the course material?
0% 10% 20% 30% 40% 50% 60%
Strongly Disagree
Disagree
Neutral
Agree
Stongly Agree
The Numbas system enhances the students' understanding
of course material - Lecturer Perspective

Students do better in end of year exams
The overall pass rate
increased from 61.8%
to 69.3%
This project is funded by the National Forum for the
Enhancement of Teaching and Learning in Higher Education
Before Numbas
• N=1318
• Fail rate: 38.2%
• Pass rate: 61.8%
After Numbas
• N=1653
• Fail rate:30.7%
• Pass rate: 69.3%

Lessons Learned
• Students like the ‘green tick’
• Works best with a tutor present
• Blackboard vs. Moodle
This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

Sustainability
This project is funded by the National Forum for the
Enhancement of Teaching and Learning in Higher Education

This project is funded by the National Forum for the
Enhancement of Teaching and Learning in Higher Education
How to get started
with e-assessment
• Teame.ie
• Click and Play tests
• Read our
Implementation
Guide
• Search for
”rebelmaths” in
the Numbas
catalogue

Where could Maths e-
assessments be used?
• Other third level
institutions
• In other STEM subjects
• Transition Year
modules
• Christmas/midterm
tests
• Exam Revision

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On June 17, 2015, the National Coalition for Technology in Education and Training (NCTET) and the Education and Technology and Telecommunications Taskforces of the Consortium for Citizens with Disabilities hosted Seizing Opportunity in the Digital Age: The Intersection of Technology and Special Education, a special event to discuss the intersection of technology and special education. Moderator Alexa Posny (former Assistant Secretary for the Office of Special Education and Rehabilitation Services) discussed how special education teachers have led the way for technology innovation, and Project Tomorrow CEO Julie Evans provided Speak Up 2014 data, focusing on 4,475 special education teachers’ thoughts on digital learning. Featured educator panelists Kate Nagle (The Ivy Mount School, Rockville, MD), Caroline Hill (E.L. Haynes High School, Washington, D.C.), and Angela Foreman (Jamestown Elementary School, Arlington, VA) gave insight into how their schools and classrooms have used technology to advance special education and benefit students with disabilities. This event was made possible by NCTET and the Education and Technology and Telecommunications Taskforces of the Consortium for Citizens, with the live stream provided by Discovery Education.

Online Learning And Teaching Across Schoolboard Boundaries

aorakinet

The document discusses online learning and teaching across school boards in Ontario. It provides an overview of the provincial e-learning strategy, which gives school boards access to online courses, resources, and a learning management system. It also describes the SCOT project, a pilot program that allowed students from multiple school boards to take the same online courses from teachers in other boards. The document lists available online courses and provides statistics on course enrollment and student and teacher surveys about the online programs.

Learning Analytics for Student Support

EADTU

Parivartan

Citizens for Accountable Governance

The document proposes the Prakash model for imparting quality primary education using technology and collaboration between various stakeholders. The key aspects of the model include: 1) Developing computer/TV labs in schools equipped with educational technology resources like computers, audio-visual equipment, internet access. 2) Creating educational content and software by NGOs/corporates and making it available through an online portal and YouTube channel. 3) Engaging volunteers from corporates and colleges through an online portal to assist in teaching, content development, and administrative support. 4) Implementing the model in phases involving planning, execution and monitoring by various stakeholders like government, NGOs, corporates and citizens.

Unit 1 jcs math foundations

jcsmathfoundations

This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.

Ascilite2018 steven warburton

jisc_digital_insights

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Unit 1 jcs math foundations

Ascilite2018 steven warburton

DeirdreCaseyTransitiontoeassessmaths

1. Improving the Student Experience and Attendance at Mathematics Tutorials using the Computer Aided Assessment tool Numbas. A joint project between UCC and CIT funded by the National Forum of the Enhancement of Teaching and Learning in Higher Education.

2. Initial Motivations • 1st year Business Studies Students CIT • Large cohort (>400) • Low attendance and Engagement • Lecturers have 18-20 contact hours per week • Very difficult to have regular assessments and timely feedback. This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

3. Why did we decide on e-assessment? • Manage Lecturers workload • Make regular assessment more practical • Provide Immediate Feedback • Record Marks directly to the Virtual Learning Environment • Learning Analytics • Improve students’ Digital Literacy This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

4. Why Numbas? • Free • User Friendly, for both students and lecturers • Each student sits a slightly different exam • Show Hints • Can Imbed instructional videos • Can imbed interactive content eg. GeoGebra This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

5. Implementation • 4 tutorials per semester changed to Numbas • 1 Getting started with Numbas • 3 Practice (45 mins) and Exam(15 mins) • Students had access to practice questions for 1 week • Exam questions were subset of practice questions This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

6. Students are more engaged when they use Numbas This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education 66% 59% 89% 80% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 1 2 Attendance(%) Semester in Academic Year 2015/16 Average Attendance at tutorials for First year Business Studies in C.I.T. No Numbas Numbas 64% 31% 5% Do you feel that Numbas Assessments have allowed you to enjoy maths more in college?(CIT) Yes No Neutral

7. Students’ Maths skills improve when using Numbas This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education Yes 64% No 35% Neutral 1% Do you feel that Numbas has helped you to retain the course material? 0% 10% 20% 30% 40% 50% 60% Strongly Disagree Disagree Neutral Agree Stongly Agree The Numbas system enhances the students' understanding of course material - Lecturer Perspective

8. Students do better in end of year exams The overall pass rate increased from 61.8% to 69.3% This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education Before Numbas • N=1318 • Fail rate: 38.2% • Pass rate: 61.8% After Numbas • N=1653 • Fail rate:30.7% • Pass rate: 69.3%

9. Lessons Learned • Students like the ‘green tick’ • Works best with a tutor present • Blackboard vs. Moodle This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

10. Sustainability This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education

11. This project is funded by the National Forum for the Enhancement of Teaching and Learning in Higher Education How to get started with e-assessment • Teame.ie • Click and Play tests • Read our Implementation Guide • Search for ”rebelmaths” in the Numbas catalogue

12. Where could Maths e- assessments be used? • Other third level institutions • In other STEM subjects • Transition Year modules • Christmas/midterm tests • Exam Revision

Editor's Notes

Project end date 31 December 2016

DeirdreCaseyTransitiontoeassessmaths

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Editor's Notes