Formative assessment and increased student involvement were found to increase grades in a biology gene technology course. A study found students had significantly higher grades on oral exams compared to written exams. Focus group interviews with former students sought to explain this finding. Students reported that defining their own assessment criteria and having variation in learning methods, such as labs, discussions, films and self-guided study, better engaged them in the material. While student involvement may not directly cause higher grades, variation in teaching approaches seems to be an important factor for students.
This is a North Central University course (EDR 8204) PowerPoint presentation: Week 5 Assignment: Analyze Observations, Interviews, Focus Groups, and Document Reviews (analysis). It is written in APA format, has been graded by an instructor (A), and includes references. Most Higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
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This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
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My presentation at the HEA/University of Huddersfield Integrative Formative Assessment event on 10 July 2012. http://www.heacademy.ac.uk/events/detail/2012/seminars/themes/tw036_huddersfield
This is a North Central University course (EDR 8204) PowerPoint presentation: Week 5 Assignment: Analyze Observations, Interviews, Focus Groups, and Document Reviews (analysis). It is written in APA format, has been graded by an instructor (A), and includes references. Most Higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Journal Club: Role of Active Learning on Closing Attainment GapChris Willmott
Slides from a Biological Sciences Scholarship of Learning & Teaching journal club held at the University of Leicester (UK) in May 2021. We discussed Theobald et al. (2020) Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math PNAS 117:6476-6483. Note slides relating to Fig 2 have been edited after the meeting to better reflect the discussion on the day.
Action research: Basic Information on Action ResearchSameer Babu M
This is a ppt about action research and its whereabouts. It also gives a few images regarding action research models. This has been presented in Department of Education, University of Kerala as a part of a National Seminar on Research
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Student involvement, assessment and the production of a university experienceRichard Hall
My presentation at the HEA/University of Huddersfield Integrative Formative Assessment event on 10 July 2012. http://www.heacademy.ac.uk/events/detail/2012/seminars/themes/tw036_huddersfield
The implementation of the Scottish Schools (Parental Involvement) Act 2006 has highlighted the role that parents play in ensuring that their children are successful learners who grow into confident adults able to take up their roles as citizens and contribute effectively to society. Schools and parents need to work in partnership in order to achieve these ambitious aims.
http://www.ltscotland.org.uk/slf/previousconferences/2007/seminars/parentsaspartnersinexcellence.asp
Five Models of Staff DevelopmentIndividually-guided staff development
Observation/assessment
Involvement in a development/improvement process
Training
InquiryIndividually-guided“I have come to feel that the only learning which significantly influences behavior is self-discovered, self-appropriated learning.”Rogers, 1969, p. 153
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This presentation illustrates the research study which I pursued during my M.S. program at the University of Tennessee-Knoxville. This is a qualitative Meta-Analysis of science teachers professional development in formative assessment.
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3. Curriculum criterion
“Students should have knowledge about
gene technological methods, practical
applications and be able to discuss
possibilities and risks from an ethical
perspective”
Inspired by Grant & Wiggins, 1998. Educative assessment
Freccero, Hortlund & Posette, 2006. Bedömning av kvalitativ
kunskap
4. The goal for you is to be able
to take a stand in the gene
technology issue!
5. Examples of areas of interest
• What is gene therapy?
• Cloning
• Are genetically modified organisms bad food?
• Can you design a baby?
• Will gene technology be the solution to world
famine?
6.
7. Working methods
• Teacher led lectures
• Laborations
• Study visits
• Discussions in different group constallations
• Invite guest lecturers
• Film
• Webb discussions (via learning platform)
• Self guided studies
8. Examination form
• Written test
• Individual essay
• Group project
• Individual Power point account
• Oral test (individual/group)
• Debate
10. Oral examination
• 4-5 students for appr. 30 minutes
• Group construction
• Prepared questions and ”entries”
• Took notes in the rubric and filmed (some)
• Coassessment of films
• Summatively assessed
12. Why?
• Explicit expectations, constructed by students
themselves
• Engaged
• Group pressure
• Repeated revisions
• Different perspectives
BUT…
13. Support in literature
Natriello, G. 1987. The Impact of Evaluation Processes on Students. Educational
Psychologist, 22(2), 155–175.
Wiliam, D. 2011. What is assessment for learning? Studies in Educational Evaluation, 37(1),
3-14.
Hattie, J., & Timperley, H. 2007. The Power of Feedback. Review of Educational Research,
77(1), 81–112.
Lam, C. F., Derue, D. S., Karam, E. P. & Hollenbeck, J. R. 2011. The impact of feedback
frequency on learning and task performance: Challenging the "More is better" Assumption.
Organizational Behavior and Human Decision Processes, 116(2), 217-228.
Huxham, M. et al. 2012. Oral vs. written assessments: A test of student performance.
Assessment and evaluation in higher education, 37(1):125-136.
14. Alternative hypotheses
• Students get higher grades in oral tests?
• Gene technology is more interesting?
• The teacher acted differently?
Difficult to separate the effect of teacher,
examination form and interest.
16. Focus group interviews
• Two groups of 5-7 ex-students
• Students graduated one year ago
• Focus groups from former school classes
• Approximately 90 minutes
• Moderator and active observer
18. What do you remember about the gene technology
teaching sequence?
1. Laboration with glowing bacteria
2. GMO
3. Ethical discussions
4. Films about GMO maize cookies
5. PCR
6. Web resources (www.forskning.se)
7. Oral test
8. Self studies
19. Analysis
• Content analysis - Kvale (1997) and Patton
(2002).
• Interviews were recorded and transcribed
• Interviews were coded
• Codes grouped in predefined categories
• Atlas.ti
20.
21. Defining aim and criteria
“well… if we, personally, framed the assessment
criteria, then we had needed to have been
thinking a bit – yes, about what we wanted to
learn, as you said. We had been discussing what
we wanted… Then it gets much more fun, I
mean that it becomes easier as well, compared to
receiving already determined criteria of what we
are supposed to learn”.
22.
23. Variation
“…and then there was huge variation. It wasn’t
like there was one way of learning and that was
it, but it was just like with Gene technology that
we then were allowed to choose what we wanted
to deepen into. About framing the goals and all
that, maybe, isn’t so, isn’t that important
compared to that we were allowed to choose”
24. Conclusions and implications
• Students experience variation as the most
important factor.
• Student involvement ≠ high grades
• Teachers need to find different ways to get
variation in teaching.
• Writing clear and specific aims
Editor's Notes
The background for this study was the fact that results were constantly better during teaching topic 3, Gene technology. (Check how many swedes – maybe explain about grades vs. merit value.
So, before I explain the result, I will give you a background to the study.
NB. First of all I’d like to point out that, from the start this was not intended to be a study, and the design is hence not perfected. However, I will discuss the consequences of this…
This is the goal that will be evaluated. From the curriculum. However, to get the students going I rephrased the goal into:…
This was presented to the students to be discussed in small groups. The groups were to decide on what they wanted to know more about.
What do we need to know to be able to take a stand?
Students decided on areas of interest:
After deciding what to focus on, the question was how to get the knowledge…
Again, thinking in small groups… And this process was actually not quickly done. The students’ fanatacy wasn’t very impressive. Probably a reflection of their experiences, however.
When it came to suggestions for methods, the students did not have too many ideas of how to work. We had to do the discussion in class.
I tried to follow the students wishes as much as possible.
The entire learning sequence took appr. 4-5 weeks (á 3 lessons).
During the whole sequence there were numerous discussions and students received feedback from me after completing/doing different activities. In this way there was much revision and because of the variation, students got views from different perspecitves on this issue.
When asked to decide on examination form, students had little experience of more than written tests. After whole group discussions and some hints, they managed to come up with some alternatives…
Students then raised the questions: What are we expected to know? –Which led to a good discussion.
Here are examples of critera that students agreed indicate different qualities. This was printed and given to all students in the beginning of the teaching sequence.
Here are examples of critera that students agreed indicate different qualities. This was printed and given to all students in the beginning of the teaching sequence.
The result in grade differed between the tests during the course Biology A and the graph shows that the median merit value was significantly higher in test 3 than in other tests.
Upper and lower limits shoows the first and third quartile respectively. Error bars show max and min.
A comparison between the four other tests when the test in Gene technology was removed showed that there was no significant difference between the results (Kruskal-Wallis test: p>0.053).
When I excluded examination 1 the result showed that the students, regardless of this, got significantly higher grades on examination 3 (Gene technology) compared to other examinations (2, 4 and 5). Further, I compared all examinations (1,2,4 and 5) to examination 3, and all tests showed significant differences (after Bonferroni correction, p<0.012).
That students received too high grades on oral tests is not likely since there was a co-assessment with another teacher AND discussion with former students.
The topic may have been more interesting or of higher concern, but considering our students, they would probably get high grades regardless. Difficult to know if it is due to the working method or previous knowledge/expectations.
To find out the student perspecive on the teaching sequence, a qualitative study was conducted.
Explain about selection of group participants.
Formed according to Kvale and Patton.
Språkbruk – aim?
Started by asking them what they did remember from the teaching sequence.
Subcategories within categories but also new categories
Point out that I
1) mean student PRIOR interest!!!
2) am still analysing data
These were the main topics during focus group discussions. However, many of them were very related, indicated by arrows on a coming slide.
My hypothesis was that ”Defining aim and critera” was central, but students were of different opinions (in many questions, ofcourse)
