A COMPENDIUM OF ASSESSMENT ... - University of Leeds · The authors wish to thank Leeds Institute...

LITE 2017 Teaching Excellence Project Leader Report

LEEDS INSTITUTE TEACHING EXCELLENCE

for

A COMPENDIUM OF ASSESSMENT TECHNIQUES IN HIGHER EDUCATION: FROM STUDENTS' PERSPECTIVES

Joe Kent-Waters, Olivia Seago and Lydia Smith

Edited by Dr Samantha Pugh

PATRICKSON | Mobilising the curriculum

LITE creates a sector-leading community of excellence in teaching practice and scholarship.

Join the discussion: @leedsteaching teachingexcellence.leeds.ac.uk

3

TableofContentsAbouttheAuthors.............................................................................................................5

Introduction......................................................................................................................7

AbstractsofGuestLectures...............................................................................................8

AssessedWorkshop.........................................................................................................10

Audio/VisualPodcast.....................................................................................................12

CaseStudy.......................................................................................................................13

CollaborativeWiki/Blogs...............................................................................................15

ContinuousAssessment(Seminars).................................................................................16

ContinuousAssessment(StudioBased)...........................................................................18

DataAnalysis...................................................................................................................20

DataVisualisationExercise..............................................................................................22

Debate............................................................................................................................23

Dissertation(STEMDiscipline).........................................................................................25

Essay...............................................................................................................................27

ExtendedMatchingItems(EMI)......................................................................................29

Fieldwork........................................................................................................................31

GroupPortfolio...............................................................................................................33

GroupPresentation(MixedMode)..................................................................................35

GroupPresentation.........................................................................................................37

HAZOP.............................................................................................................................38

In-ClassTests...................................................................................................................40

In-LaboratoryPracticalAssessment.................................................................................42

IndependentResearchProject(ArtsandSocialSciences).................................................44

InvestigationReport........................................................................................................46

LaboratoryNotebook......................................................................................................48

LaboratoryReport...........................................................................................................50

LaboratoryResearchProject............................................................................................52

LessonPlan.....................................................................................................................54

LiteratureReview............................................................................................................56

MultipleChoiceQuestionnaire........................................................................................57

4

NewspaperArticle...........................................................................................................59

OnlineAssessments.........................................................................................................60

Open-BookExam.............................................................................................................62

OralExamination/VivaVoce..........................................................................................64

PeerAssessment.............................................................................................................66

PlantDesignProjectReport.............................................................................................67

Poster.............................................................................................................................69

PosterPresentation.........................................................................................................71

PracticalAssessment(Collaborative)...............................................................................73

PracticalAssessment(CreativePractice)..........................................................................75

PracticalEssay.................................................................................................................77

Presentation....................................................................................................................79

Problem-BasedLearning..................................................................................................81

ProfessionalSimulations.................................................................................................83

ProjectProposal..............................................................................................................85

PythonQuiz.....................................................................................................................87

Referencing.....................................................................................................................89

ReflectiveLog/ContentSummary..................................................................................90

ResearchProposal...........................................................................................................92

SelfAssessment...............................................................................................................94

Self-ReflectiveEssay........................................................................................................95

SiteInvestigation.............................................................................................................97

SourceAnalysis...............................................................................................................99

StructuredChemicalExaminations................................................................................101

SupervisorReport.........................................................................................................103

Take-HomeExamination...............................................................................................105

Visual/IllustratedEssay................................................................................................107

VivaVoce......................................................................................................................109

WrittenCoursework......................................................................................................111

WrittenExamination(Unseen)......................................................................................113

5

AbouttheAuthorsJoeKent-Waters

Iamasecond-yearTheatreandPerformancestudentfromHuddersfield.OutsideofuniversityIact,dostand-upcomedyandmaketheatrewithperformancecollectiveHalliGalli.Iamalsointerestedincommunityartsandin2018/19IwillbedoinganindustryplacementwithInkwellArts,aLeeds-basedartsandmental-healthcharity.

WhenIfoundoutaboutthisprojectthroughmyschool’sopportunitiesbulletinIwaskeentogetinvolved.ThisisbecauseIthinkre-consideringassessmentinHigherEducationisan

incrediblyimportanttask.ToomanytimesthroughoutmyeducationcareerIhaveseengifted,talentedandintelligentpeersfailtoachievethemarkstheyarecapableof.ThereisalargelyunchallengedstatusquoofassessmentandasaresultIhaveseenthesepeersblamethemselvesforthisfailurewhenIthinkweshouldbequestioningthesystemsofassessmentinplace.Boudsuggeststhat“wefeartochangethesystembecauseoftherisks”(Boud:2007:5),anditisencouragingtoseeprojectslikeRUALSEtryingtotacklethisissue.

AsaBATheatreandPerformancestudent,Ihavehadadifferentexperienceofassessmenttomycolleagues.Ihavealwaysbenefitedfrommorealternativeformsofassessment.Ithinkthisisbecausemymainskills–creativityandperformance–arenotassessablebytraditionalmethods,suchasessaysandcoursework.Whiletheinclusionofpracticalassessmentsisagreatfeatureofartscourses,andsomethingIampersonallythankfulfor,inmyresearchoverthecourseoftheprojectIhaveidentifiedissueswiththismethodandhavebeenabletofindpotentialsolutions.

Boud,D.2007.RethinkingAssessmentinHigherEducation.Oxon:Routledge

OlivaSeago

IhavejustfinishedmysecondyearstudyingChemistryattheUniversityofLeeds.OriginallyfromLowestoft,Suffolk,IwasdrawntostudyingherebytheUniversity’sfriendlyatmosphereandstrongacademicreputation.IwasexcitedbyworkingonthisprojecttolearnmoreabouthowassessmentinHigherEducationcanvaryfromthatinsecondaryeducation,awayfromthefamiliarityofexamsandcoursework.Itwasinterestingtodiscoveradiverserangeofassessmentmethodscurrentlyinuse,aswefoundthemajorityofmodulesresearched,

particularlyacrossthesciencesubjects,tobedominatedbywrittenexams.Ihopeourwork

6

willhelpexpandtheuseofvariedassessmentmethods,asIfeelthisisimportanttoassessdifferentkeyskillsgraduatesneedfortheirfuturecareers.LydiaSmith

IamaChemistrygraduateseekingavaluableandrewardingcareerpath.Ienjoyworkinginateamenvironmentandlearninghowmyresearchcanmakeanimpact.Iamalsoapassionateadvocateofmultidisciplinarywork.Outsideacademia,Iamakeenhockeyplayer,pianist,violinistandIlovetotravel.

ThisprojectprimarilyappealedtomeasIwantedtodiscoverwhatnewassessmenttechniqueswereusedatuniversityandwasespeciallyinterestedtoseehowotheruniversitiesassessedtheirChemistrystudents.Alltheinternsagreedthatweneverconsideredassessmentmethodsbeforeapplyingtouniversity,

andthisprojecthasmadeusrealisehowperhapsitwasworthlookingatthedifferentassessmentmethodsused.

Beinginvolvedinaprojectsuchasthishasenergisedmyinterestineducationandhasgivenmeanopportunitytomeetnewpeopleandengageinteamworkaswellasindependentwork.Thisopportunityhasalsogivenmeanadvantageoverthosealsoapplyingforrolesineducationnextyear.Iampleasedwithwhatwehavecreatedandhopeitwillproveveryusefulinthefuture.

SamanthaPugh(Editor)IamaNationalTeachingFellowandanAssociateProfessorinSTEMEducationattheUniversityofLeeds.Ihaveextensiveexperienceindevelopingcontext-basedlearningandworkinginpartnershipwithstudentsinthePhysicalSciences.IalsomentorcolleaguestoshapeteachingthroughpedagogicresearchandscholarshipatLeedsandbeyond.

In2017/18,Iundertooka‘LeedsExcellenceandInnovationFellowship’sabbaticalattheLeedsInstituteforTeachingExcellence(LITE).Myinstitutionalprojectwas‘Re-imaginingAssessmentinHigherEducationbylearningfromSecondaryEducation.’Ibelievethatsynoptic,programme-

levelassessmentisthekeytoenhancingthecareerprospectsofuniversitygraduates.IhopethattheopportunitytoworkwithJoe,LydiaandOliviaonthiscompendiumwillprovidecolleagueswithalternativeassessmentmethodstoconsiderintheirprogrammedesign.Theaddedbenefitofthisbookisthatisitwrittenfromastudentperspective.

7

IntroductionManydegreeprogrammesaredominatedbylargelytraditionalassessmentmethods,suchasunseenwrittenexaminationsandessays.Theaimofthisbookistobringtogetherawiderangeofassessmenttechniquesthatcouldbeusedinstead.Throughoutthisbook,eachassessmenttechniqueisconsideredinturn,focusingonwhattheyassess,intermsofwhatstudentsknow,thinkanddoasaresultoftheirlearning.Wehavetriedtoconsiderbothsubjectspecificandgenericattributesthataredemonstratedbystudentswhenundertakingtheseassessments.TherearemanyexcellentpublicationsthatdocumentdifferentassessmentmethodsthatcanbeemployedinHigherEducation.However,theuniqueaspectofthispublicationisthatithasbeenwrittenbystudents;presentingtheirperspectivesoneachoftheassessmenttechniques.Theyhaveconsideredwhattheirexperiencewouldbelike–thepositiveandnegativeaspectsoftheexperience,andalsoprovidedapersonalopinion.Thiscompendiumisoneoftheoutputsfromtheinstitutionalproject,RethinkingUniversityAssessmentbyLearningfromSecondaryEducation(RUALSE).Theaimofthisprojectistotakeamoresynoptic,programmeviewofuniversityassessment,particularlyassecondaryeducationhasmovedtowardslinearA-levelcourses,ratherthanthepreviousmodularsystem.Intakingaprogramme-levelviewofassessment,coursedesignerscanbemorecreative,allowingawiderrangeofassessmenttechniquestobeemployedacrossaprogramme.Theapproachtakenincompilingthiscompendiumwastoconsidercurrentassessmenttechniquesthatareemployedinthedisciplineareasthatwerepartofthestudy.ThesewereBiology,ChemicalEngineering,Chemistry,Education,andTheatreandPerformance.Theteamofstudentinternsdrewupontheirownexperiences,andfurtherresearch,torevieweachoftheseassessmentmethods,focusingonskillsassessedandadvantagesanddisadvantagesfromteachingdeliveryandstudentexperienceperspectives,aswellasprovidingopinionsfromtheirexperiencesasstudents.Thenextstepwastoresearchthemethodsofassessmentbeingusedforthefivesubjectsatotheruniversities.TheauthorschosetolookfirstatotheruniversitiesintheUK,focussingontheRussellGroup,sothemethodsfoundcouldbecomparabletothoseatLeeds,intermsofteachingandlearningexperience.Subsequently,thesearchwasextendedtothetop50QSWorldUniversityRankingsbySubject,lookingforalternativeassessmentmethodsinthestudysubjects,atinstitutionsnotyetresearched.Thereisscopetoexpandthiscollectionofassessmenttechniquesbycoveringawiderrangeofdisciplines,orbyconsideringawiderrangeofinstitutions.Wehopethatyouwillfindthiscompilationhelpfulinyourquesttodiversifyassessmentwithindegreeprogrammes.TheauthorswishtothankLeedsInstituteforTeachingExcellence(LITE)attheUniversityofLeedsforsupportingthisproject.

8

AbstractsofGuestLecturesSpecifictothemodulecontainingtheguestlecture.Description:Aguestlecturer,oftenfromindustry,adifferentacademicoraninfluentialfigurefromarelevantfield,isinvitedtopresentmaterialtostudentsinatimetabledlectureslot.Studentsthenwriteashortsummaryofthematerialtaught.Theassignmentcouldbeextendedbyaskingstudentsfortheiropinionsofthematerialtaught,anyfurtherquestionsraised,ortoperformtheirownresearchintothetopic.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,UniversityofWarwickWhatdoesitassess?

• astudent’sunderstandingofthetaughtmaterial• theirabilitytoengagewiththesubject• thinkcritically• performrelevantresearch

Benefitsfromateachingperspective:Theusuallecturerhasabreakfromlecturing,whilststudentsgettoexperienceadifferentaspectoftheirsubject.Materialfromguestlecturersisoftendifficulttoincludeinawrittenexamination,sobywritingabouttheguestlectures,students’engagementcanbeassessed.Disadvantagesfromateachingperspective:Anyguestlecturerwillprovideaslightlydifferentoutlookonthetopicbeingtaught.Therecouldbeissuesregardingoverlapwiththeusuallecturematerial,forexamplethematerialmayhavealreadybeentaughttothestudents,orthestudentscouldbeunfamiliarwithterminologybeingused.Itcanbedifficulttoorganiseaguestlecture,andthereisoftennoguaranteethatthestudentswillfinditbeneficial.Positiveaspectsfromastudent’sperspective:Havingaguestlecturecanbeexcitingasitmakesachangefromtheusuallectureseriesandoftenprovidesanewoutlookintoatopic,whichmaymakeiteasierormoreenjoyable.Asaresult,writingasummaryofthelecturecanbebothinterestinganduseful.Ifthelecturerisfromindustry,theirlecturecanprovidemoregeneralcareersinformationratherthanpuresubjectmaterial,whichcanbeparticularlyusefulforstudentslookingforcareersoutsideofacademia.Negativeaspectsfromastudent’sperspective:Studentsmayfeelmaterialfromguestlecturersisirrelevanttotherestofthelectureseries,somayfeelwritingasummaryofthelectureandperformingfurtherresearchintothetopic

9

isawasteoftheirtime–especiallyifthemoduleismostlyassessedbyanexamination,asmaterialfromguestlecturestendsnottobeexaminable.Studentsmaystruggletounderstandthematerialtaughtifthelecturerisunsureofthelevelatwhichthestudentsareworking,orusesunfamiliarterminology.Students’opinionsonthischoiceofassessmenttechnique:Ifindguestlecturerstobeinterestingasyouknowyouwillbegettingadifferentlearningexperiencetoanormallecture,whetheritisimmediatelyrelevanttothemoduleorwideremployabilityskills.But,becauseitcanbedifficultforthoseorganisingtheguestlecturestomonitorexactlywhatwillbetaught,sometimesthematerialcanseemirrelevant.

10

AssessedWorkshopGenerallymodulespecific,asworkshopstendtofocusonmaterialtaughtrecently.Description:Workshopsaretypicallymoreinteractiveversionsoflectures,inwhichalecturerpresentsquestionstostudentswhoareencouragedtoworkingroupstolearnhowtotackleproblemsandensuretheyunderstandthematerialbeingtaught.Inanassessedworkshop,studentsattemptthesetproblems,eitherindividuallyorindiscussionwithothers,andthemarkscontributetowardstheirgrade.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,UniversityofYorkWhatdoesitassess?

• students’knowledgeandunderstandingofthematerialtaught• problemsolvingability• bothwrittenandoralcommunicationskills,and• students’abilitytoaskrelevantquestionswhenworkinginagrouptofurthertheir

learningBenefitsfromateachingperspective:Byattendingaworkshop,astudentprovestheytrulyunderstandthematerialbeingtaughtastheyareabletoapplyittosolveproblems,andhavetheopportunitytoaskquestionsiftheyareunsure.Assessingperformanceinaworkshopensuresstudentattendancesotheirlearningpotentialismaximised.Disadvantagesfromateachingperspective:Asuitableworkshopcanbedifficulttoarrange,asthesetproblemsmustbechallengingenoughtowarrantcreditforcompletion,butmuststillbepossiblewithoutweeksofdedicatedrevisionofthesubject.Ifcommunicationbetweenstudentsisallowedduringanassessedworkshop,itcanbedifficulttomonitorhowmuchindependentworkeachindividualhascontributedtotheiranswers.Positiveaspectsfromastudent’sperspective:Duringaworkshopstudentsareusuallyallowedtodiscusstheiranswers,sotheycanlearnfromtheirpeers–thismeanstheygainabettersubjectunderstandingwithouthavingtoaskalecturer,whichcanbeintimidating.Studentsgainpracticeattemptingexamination-stylequestionsbeforetheexam,sotheyarebetterpreparedinthefuture.Aworkshopusuallyfocusesonmaterialtaughtrecently,soitshouldbefreshinstudents’mindswithouttheneedfordedicatedrevisionbeforehand.

11

Negativeaspectsfromastudent’sperspective:Despitetheproblemsfocusingonmaterialtaughtrecently,studentsmaystillfeelunpreparedforanassessmentiftheyhavenothadtimetorevise.Whilstworkshopsgenerallyprovidetheopportunitytosolidifyanylearning,studentsmayworryaboutanassessedworkshopiftheydonotfeelconfidentintheirunderstandingofthetopicsbeforehand.Students’opinionsonthischoiceofassessmenttechnique:Ithinkworkshopsareveryusefulforconfirmingyourknowledgeofaparticulartopic,andhavingtheopportunitytoattemptexam-stylequestionsrelievessomefutureexamstressasyouhavesomeideaofwhattoexpectfromthewrittenpaper.Theideaofanassessedworkshop,however,isintimidatingasthegradingaspectremovesthefreedomtolearnthroughyourmistakes.

12

Audio/VisualPodcastThisisamodule-specificassessmentmethod.Description:Severalstudentsrecordthemselvesusingamicrophone/camerahavinganon-formalconversationaboutatopic.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,DurhamUniversityWhatdoesitassess?

• showsthatstudentscanrelateknowledgetoreal-worldissues• thinkcriticalityabouteducationpolicyandpractice• becriticallyawareoflearnersandtheirplaceinsociety• whetherthestudentisabletoengagewithissuesandconstructarguments• workingcollaboratively• articulatingthemselvesorally

Benefitsfromateachingperspective:Tutorscanseehowstudentsengagewithintellectualmaterialinalessformalenvironment.Tutorscangetasenseofstudents’non-formalopinionsratherthantheobjectivityofformalacademicwork.Disadvantagesfromateachingperspective:Itisalessscholarlyapproach.Technologycanbeunpredictableanderrorsthatareoutofstudents’controlmightaffectthequalityofthework.Positiveaspectsfromastudent’sperspective:Itcreatesalesspressuredenvironmentwhichallowsstudentstomakeerrorsandeditthemoutlater.Itequipsstudentswithawidervarietyofskillswhichincreasesemployability.Negativeaspectsfromastudent’sperspective:Noguaranteethatstudentswillmakeequalcontributionstothediscussion.Moreconfidentstudentswillbemoreoutspoken.Students’opinionsonthischoiceofassessmenttechnique:Ithinkthisisamorerelaxedwayofdemonstratingknowledge,whichIthinkwoulddefinitelysuitsomestudents.Furthermoreitequipsstudentswiththeskillstomakepodcastswhichisausefulskillforthosewithmoreentrepreneurialambitions.

13

CaseStudyThisisamodule-specificassessmentmethod.Description:Thisiswhereastudentwillresearchtheirownappliedexampleofasubjectortopicanduseittoanswerwiderquestions–thiscanbeintheformofanexamorcoursework.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,UniversityofLeedsWhatdoesitassess?

• whetherthecandidatehasabaseknowledgeofconceptsandissuesintheirsubject• canrelatetheirknowledgetorealworldissues• ifthestudentcanthinkcritically• ifstudentsareabletoengagewithissuesandconstructarguments• iftheyareabletoarticulateideasorallyandinwritinginaconvincingway

Benefitsfromateachingperspective:Tutorscanseehowwellthestudenthasbeenabletoapplytheirknowledgetoreal-worldscenarios.Italsocreatesawidevarietyofresponses,canseehoweachstudenthastakenonthetaskdifferentlyandchosenacasestudywhichreflectstheirowninterests.TutorscanfeelasiftheyareequippingstudentsratherthanjusttransferringknowledgeDisadvantagesfromateachingperspective:Ifthedetailsofthestudyarenotconveyedeffectivelythenthetutormightstruggletounderstandaspectsofthework.Itwillalsobemoredifficulttocomparestudentworkformoderationpurposes.Positiveaspectsfromastudent’sperspective:Studentscanresearchsomethingwhichisofpersonalinterest.Applyingknowledgetoareal-lifecasestudycanbearewardingwaytoworkasstudentsfeelasifknowledgeisbeingusedinamorepragmaticfashion.Case-studyexamsareopenbook,meaningstudentshavetoworrylessaboutmemorisingknowledgeNegativeaspectsfromastudent’sperspective:Somecasestudieswillbemoreeffectivethanothers,thismeansthereisalotofpressurearoundtheinitialchoice.Ifapoorcasestudyischosentheoverallworkcouldsuffer.Students’opinionsonthischoiceofassessmenttechnique:Ithinkitallowsthestudenttobemorepersonalwithwhattheystudy,whichisalwaysagoodthing.Ithinkitisalsoarewardinglearningexperiencetobeabletoapplyknowledge

14

toareal-lifescenario,especiallywhenasubjectismorevocational.Theopen-bookaspectisgreatasittakesawaythepressureofmemorisingandcanallowyoutodevelopmorecriticalandanalyticalskillsasopposedtojustmemorising.

15

CollaborativeWiki/BlogsThisisamodule-specificassessmentmethod.Description:Thisiswherestudentsworktogethertocreateanextensivewebpagecontaininginformationonatopic.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,UniversityofExeterWhatdoesitassess?

• thestudent’sabilitytoworkwithknowledgeandthinkcritically.• theirabilitytoworkingroups• collectivelydemonstratetheirunderstandingofthesubject

Benefitsfromateachingperspective:Itdemonstratescomprehensiveknowledgeofasubject.Studentsarecreatinglearningresourcesthemselves.Opportunitytohavealearning‘environment’outsideoftheseminar/lecturespace.Disadvantagesfromateachingperspective:NoteasytocheckforplagiarismasitcannotbeuploadedtoTurnitin.Somewikiformatsdonotallowyoutoseewhowrotewhichentry,makingithardtoseparategroupandindividualmarks.Positiveaspectsfromastudent’sperspective:Studentsdevelopskillsincollaborativeworkingmethodsandbasicwebsitecreation,twoveryvaluableattributesonthejobmarket.Studentshavetheirownlearningresourceforfuturereferenceoncetheassessmentiscomplete.Negativeaspectsfromastudent’sperspective:Student’sgrademightsufferifsomeoneinthegroupdoesnotsubmittheircontribution.Students’opinionsonthischoiceofassessmenttechnique:Thisisagreatideatobringcollaborativewritingforwardintoamoderncontext,howeveryourindividualcontributionsmightgouncredited.Buildingalearningresourcewithyourpeersisalsoaninvaluableexperience.

16

ContinuousAssessment(Seminars)Thisisamodule-specificassessmentmethod.Description:Inthisassessmentstudent’saremarkedontheircontributionstoseminarsthroughoutthemodule.Whereisthisassessmentmethodcurrentlyused?DramaDepartment,TheUniversityofExeterWhatdoesitassess?

• interculturalunderstanding• theabilitytointerpretatextorasituation• thatthestudentispoliticallyawareandcanthinkcritically• thestudent’sabilitytoquestionacceptedknowledgeandbeadeepthinker• theabilitytocommunicateorally• abilitytoworkcriticallywithknowledge

Benefitsfromateachingperspective:Studentcanbeassessedonhowwelltheyhaveengagedinthemoduleasopposedtohowwelltheyperformonacertainday.Lessofaformalenvironmentsotutorsmightbeabletogetmoreinsightsfromstudentswhostrugglewithwrittenworkandpresentations.StudentscreateadialogueratherthantheonevoiceofanessayorpresentationDisadvantagesfromateachingperspective:Tutorshavetobeconstantlyassessingtheirstudents,thismeansitishardertokeepmarksconsistent.Itreliesheavilyonstudentshavingdonethepreparationbeforetheseminar.Positiveaspectsfromastudent’sperspective:Studentscanarticulatetheirunderstandingofatopicinalessformalenvironment,althoughthismayworkbetterforsomestudentsandnotothers.Cancreateadialoguewhichmeansstudentscanworkfromoneanother’sideasratherthanbeingsolitary.Negativeaspectsfromastudent’sperspective:Requiresstudenttodothepreparationbeforetheseminaronaweeklybasis.Ifeachseminarisassessed,thiscouldincreasestresslevels.Studentswhoarenotasconfidentintheirownideasmightstruggletomakeacontributionthatreflectstheirthinkingonatopic.Students’opinionsonthischoiceofassessmenttechnique:Ithinkaseminarisoftenaplacetogetthingswrongandlearnfromthat,ifthemarkingschemeaccommodatedthisfactorthenassessingstudentsontheirengagementinatopic

17

ratherthantheaccuracyofwhattheysaythenthiswouldbeagoodassessmentmethod.However,althoughseminarsareapartofmoststudents’universityexperience,somedonotflourishinadiscussionenvironment–especiallythosewholackconfidenceorthosewithcertainlearningdisabilities.

18

ContinuousAssessment(StudioBased)Thisisamodule-specificassessmentmethod.Description:Thisiswhereastudentwillbemarkedonthetutor’sobservationoftheprocessasopposedtothefinalcreativeproduct(Editor’snote:Thisapproachwouldalsobefeasibleforalaboratory-basedmodule).Whereisthisassessmentmethodcurrentlyused?DramaDepartment,TheUniversityofExeter.Whatdoesitassess?

• thestudent’screativity• abilitytounderstandhumaninteractionthroughartisticwork• whetherastudentcancollaborate(althoughtheprojectcouldbeasoloone)• dealingwithconflictandworkoutpracticalities• thestudents’abilitytomakesomethinghappen/beenterprising.• criticalthinkingandindependence

Benefitsfromateachingperspective:Studentscanbeassessedonhowwelltheyhaveengagedinthemoduleasopposedtohowwelltheyperformonacertainday.TutorscanbegettingconstantinsightintohowastudentworksandtheintentionsbehindtheircreativedecisionsDisadvantagesfromateachingperspective:Itishardtojudgefairly,especiallywithgroupwork,asthetutoronlyhasoneperspective.Perhapsthereislessclearcriteriaforthemarkingprocessduetocreativeinterpretation.Positiveaspectsfromastudent’sperspective:Lesspressurewhenitcomestothefinalperformancewhichisbetterformentalhealth.Theamountofworkthatyouputintocreatingthepieceisperhapsbetterrecognised.Negativeaspectsfromastudent’sperspective:Thereisariskthatcertainworkcouldgounrecognisedasthetutorcannotbepresentatalltimesandoftenworkisdoneinself-directedsessions.Perhapsiftheoppositeeffecthappenedandachaoticprocessproducedanoutstandingpiece,studentscouldfeelthattheirworkisnotbeingcredited

19

Students’opinionsonthischoiceofassessmenttechnique:Ithinkmarkingtheprocessisaneffectivewayoftryingtotackletheissueofart’ssubjectivity.HoweverIthinkaneffortneedstobemadebythetutortoobservethisprocess,otherwisetheirrestrictedviewontheprocessmightnotequatetothetruth.Portfoliosandlogbookscanhelprecordandgiveevidencetosupportthetutor’smarking.

20

DataAnalysisCurrentlymodulespecific,butcouldbesynopticbyapplicationofthedata-analysisskills.Description:Dataanalysisinvolvesprocessinglargeamountsofrawdatasoitcanbeunderstoodandusedefficiently.Thisinvolvesavarietyofstatisticaltechniques,suchasdataaggregation,patternmatching,andtabulation.ThiscanbeachievedusingcomputerprogrammessuchasExcelandPython.Theanalyseddataisusuallypresentedinareportexplaininghowithasbeenprocessedandwhattheresultsshow.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistryandSchoolofBiology,UniversityofLeedsWhatdoesitassess?

• numericalliteracy• presentationofanalyseddatademonstrateswrittenand/ororalpresentationskills• criticalthinking• practicalskillsthroughuseofsoftware,• problemsolving• creativity• theabilitytobereflective

Benefitsfromateachingperspective:Studentslearnessentialskillsforthemodernworkplace,beitinacademicresearchorinindustry.Littletraditionalteachingisrequired,asskillsarebestdevelopedthroughpractice.Disadvantagesfromateachingperspective:Ifstudentsstrugglewithdataanalysis,one-on-onehelpmayberequired,whichcouldmeanhighstaffdemand.Staffmustbefamiliarwiththeprogrammesused.Markingmaybedifficultandtimeconsumingbecausetheprocesseddatamustbecheckedagainsttherawdatafordiscontinuity.Positiveaspectsfromastudent’sperspective:Studentswilllearnessentialtransferableskillsandgainanappreciationforthevalueofanalyseddatainexplainingconceptsandresults.Studentsmayalsoenjoygettingexperienceusingsoftwaretoachieveresultssotheycanputtheoryintopractice.Negativeaspectsfromastudent’sperspective:Workingwithlargeamountsofrawdatamaybeintimidating,anditcouldtakealongtimetobecomefamiliarwiththesoftwareusedtoprocessit.Analysisofthedataandreportingresultscanbetimeconsuming.

21

Students’opinionsonthischoiceofassessmenttechnique:Ithinkitisimportanttobecomefamiliarwithdataprocessingsoftwareasitformsapartofsomanyjobs.Theideaofworkingwithlargeamountsofrawdataisscarysoitwouldbehelpfultogettolearnhowtodothistoastandardsuitableforassessment.

22

DataVisualisationExerciseThisisamodulespecificassessmentmethod.Description:Anassessmentwhichasksyouthestudentstotakequalitativedataandpresentitinanappropriateandeffectiveway.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,TheUniversityofBristolWhatdoesitassess?

• thespecificskillofdatavisualisationbuttiesintoevaluatingwhetherastudentcantakeaninterdisciplinaryapproach

• whetherastudentisabletobereflectiveandindependentBenefitsfromateachingperspective:Tutorscanseeclearlyandobjectivelyhowwellstudentshavebeenabletousetheirdata-handlingskillsDisadvantagesfromateachingperspective:Itwouldbedifficulttoapplythistoalleducationcoursesasdataanalysisisnotacommonskillwithinthesubjectarea.Theprocessofcheckingthevisualisation’saccuracywouldtakeupalotofmarkingtime.Positiveaspectsfromastudent’sperspective:Studentscangetpracticeandfeedbacktohelpdevelopaskillwhichishighlyrelevantforemployability.Itwouldbenefitstudentwholikevisualrepresentations,asopposedtocreatingawrittendataanalysisreport.Negativeaspectsfromastudent’sperspective:NonereportedStudents’opinionsonthischoiceofassessmenttechnique:Ithinkthisisagoodwaytotesttheskillofdataanalysis,especiallyforthosewhoworkbettervisually.However,asawiderassessmentmethoditwouldnotworkasitisspecifictothetopic.

23

DebateOftenmodulespecific,asthedebatemustfocusonaspecifictopic.Description:Inteams,studentsmustresearchandprepareanargumenttodefendaparticularviewpointonacontroversialsubject.Eachmemberoftheteampreparestheirownshortpresentation,whichbuildsupontheirteammates’pointstoproduceacohesiveargument.Teamswillbesubjectedtoquestioningfromgroupswithopposingideas,andmustremainrespectfulandfocusedwhilstdefendingtheirassignedviewpoint.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofManchester.Whatdoesitassess?

• abilitytoresearchforrelevantmaterial• thinkingcreativelytoconstructapersuasiveargument• presentationskills• oralcommunicationskills• subjectknowledgeandunderstanding• criticalthinking• abilitytoworkinateam

Benefitsfromateachingperspective:Students’researchskillsaredevelopedinfindingrelevantandpersuasivepoints,aswellastheircriticalthinkingskills–theymustconsiderpotentialoppositionalviewpointswhilstpreparingtheirinitialpresentations,aswellasbeingabletothinkquicklywhenquestionedduringthedebate.Bothpresentationandoralcommunicationskills,individuallyandaspartofagroup,areassessedasthedebateproceeds.Disadvantagesfromateachingperspective:Adebatecanbeatime-consumingprocedure,asteamsmustbelimitedinsize.Thedebatemustbechaired,andeachperson’scontributiontotheirteampresentationsaswellasdefenceagainstoppositionmustberecordedtoallowforfairassessment.Adebateisonlysuitableforusewhendiscussingacontroversialtopic.Positiveaspectsfromastudent’sperspective:Studentsareencouragedtodeveloptheirownopinionsonatopicthroughresearchanddiscussionwithotherstudents.Whilepresentationscanbedaunting,someofthepressureisrelievedwhenpresentingaspartofagrouptoasmallaudienceofpeers.

24

Negativeaspectsfromastudent’sperspective:Adebatecanbeanunfamiliarandintimidatingprospect,andlessconfidentstudentsmaystruggletogetinvolvedaftertheirinitialpresentation.Preparingforadebateistimeconsumingandstudentsmaylackmotivationifaskedtoresearchanddefendaviewpointthatcontradictstheirown.Students’opinionsonthischoiceofassessmenttechnique:Adebatewouldbeagreatmethodofengagingwiththetopicandencouragingactivelearning,butthethoughtofcreatingcounter-argumentsonthespotduringthedebatecouldbeintimidating–especiallyifyouknowyourattemptsarebeingassessed.

25

Dissertation(STEMDiscipline)Inthiscase,modulespecificbutcanbemoresynoptic.Description:Inthiscase,a3,000wordessayonachosentopic,guidedbyasupervisorwhospecialisesinasimilarfieldtothetopicoftheessay.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• writtencommunication• researchskills• persuasiveskills• abilitytounderstandandappreciatedifferentpointsofview• criticalandlateralthinking• reportwritingskills• independentlearning• perhapsdevelopingahypothesis

Benefitsfromateachingperspective:Seeaninsightintohowdeepknowledgeandunderstandingis.Abletoassessmanydifferentskills.Notmuchteachingrequired,abriefgiven,thenasupervisorjusttheretoguidethework.Disadvantagesfromateachingperspective:Alongread.Noopportunitytoaskfurtherquestionslikeinapresentationforexample.Timetakentopreparebriefs.Requiresdouble-blindmarkingforquality-assurancepurposes.Positiveaspectsfromastudent’sperspective:Topicusuallyischosenbythestudent,sointerestingtoresearchandwriteabout.Flexibilityonwherethestudentwouldliketotaketheresearch.Studenthasagoodopportunitytoshowtheirinterestinaparticulartopicandthiscanhelpcareerdevelopment.Noneedtomemoriselotsoffacts.Negativeaspectsfromastudent’sperspective:Timeconsuming.Thesupervisionofadissertationcanbeinconsistent.Somesupervisorsarewillingtohelpstudentsalotmorethanothers,whichcanmakeitunfair.Marksmayvaryaccordingtowhichsupervisormarksthework.Somestudentsmaysharethesameopinionasasupervisor,whichmayputtheminamoreadvantageouspositionthanafellowstudent,evenifbothstudents’essaysareatthesamelevel.

26

Students’opinionsonthischoiceofassessmenttechnique:Goodthatstudentsgettochoosetheirownresearchtopic.Itwouldbeniceifitcouldbearrangedtospeaktostudentsinpreviousyearsabouthowtheyfoundcertainsupervisorsastheycanbeinconsistentwithhowmuchtheyassistyou.

27

EssayInthiscase,modulespecificbutcouldbesynoptic.Description:Ashortpieceofwritingonaparticularsubject.Whereisthisassessmentmethodcurrentlyused?SchoolsofBiology,Chemistry,Education,PerformanceandCulturalIndustries,UniversityofLeedsWhatdoesitassess?

• knowledgeandunderstandingofaparticulartopic,oftenanin-depthone• writtencommunication• experiencewithprimaryresearch• abilitytoworkwithliterature• understandandappreciateothers’viewandcometoaconclusionbasedondata

collected• independentworking• persuasiveskills• understandingofhowtheresearchprocessworks• abilitytoengagewithissuesandconstructarguements• abilitytoreference

Benefitsfromateachingperspective:Effectivewaytogaugedepthofunderstandingandknowledgeofstudent.Disadvantagesfromateachingperspective:Takestimetodevotetoreadingstudents’responses.Noopportunitytoaskfurtherquestions,asinapresentationforexample.Positiveaspectsfromastudent’sperspective:Ifthetimeismanagedwell,thiscancauselessstressthananexam.Opportunitytoshowunderstandingandknowledge,aswellasoriginalityinthewayinwhichthestudentthinks.Negativeaspectsfromastudent’sperspective:Marksmayvaryaccordingtowhichsupervisormarksthework.Verytimeconsuming.Somestudentsmaysharethesameopinionasasupervisorwhichmayputtheminamoreadvantageouspositionthanafellowstudent,evenifbothstudents’essaysareatthesamelevel.

28

Students’opinionsonthischoiceofassessmenttechnique:PersonallyIdonotperformwellinessays.Ifindwritingsomuchaveryboringanddifficultprocess.Although,IrecognisethoseskillsareneededandthatIshouldimprove.Ifplannedfarenoughinadvancebythestudent,thisassessmentmethodcanresultingreatperformance.

29

ExtendedMatchingItems(EMI)Inthiscase,modulespecificbutcouldbesynoptic.Description:Typeofexamination,inwhichstudentsanswerquestionsbyselectingoptionsfromalistgiven.AtypeofMCQ,excepttherearemultiplequestionswiththesamesetofpossibleanswers.Whereisthisassessmentmethodcurrentlyused?SchoolofBiologicalSciences,UniversityofLiverpool.Whatdoesitassess?Knowledgeandunderstandingofcertaintopics.Beingabletoreproduceinformationgiveninlecturesandbeabletoapplytheknowledgeinunseensituations.Problemsolving.Attentiontodetail,numericalliteracy.Benefitsfromateachingperspective:Relativelyquicktomarkquestionsandgivefeedbacktostudents,oftenmarkedbyacomputer.Examsmarkedfairlyandconsistently.Teacherscantellthelevelofunderstandingofacertaintopicfairlyeasilythisway.Disadvantagesfromateachingperspective:Canbedifficultandtimeconsumingtowrite;incorrectanswersmustbeprovidedaswellascorrectones,buttheycannotbetooobviouslywrong.Positiveaspectsfromastudent’sperspective:Eachstudentismarkedaccordingtoaschemeandsomarkedfairlyandconsistently.Noplagiarismandlittlecheatingoccuring.Studentscanhelpeachotherlearnandunderstanduptotheexamitself,thusbuildinggoodrelationships.Ifstudentsperformwellinexams,thiscanbeabigconfidenceboost.Pressureofexamscanpushastudenttoexcel.Studentsmayfeelthereislesspressuretomemorisefacts,asseeingthecorrectanswerprovided(albeitamongstsimilarincorrectanswers)couldactasaprompt.Itcanbereassuringtobeabletoanswereveryquestion,evenifit’sbyguessing.Negativeaspectsfromastudent’sperspective:Verystressful,reliesonafewhoursexcellentperformance,whichcanputpressureonstudentscausingthemtounderperformeveniftheyhavethecapabilitytoachieveahighgrade.Thereisverylittleopportunityforstudentstodemonstratetheirknowledgeoutsideofthespecifiedanswers:forexample,nocreditcanbegivenforusingthecorrectmethod,butobtaininganincorrectanswerforamathematicalproblem.

30

Students’opinionsonthischoiceofassessmenttechnique:Ihavefoundalltypesofmultiplechoicequestionstobequitechallenging.Idon’tthinktheyareafairwaytoassessawholemoduleasthereissolittleflexibility,butcouldbegoodforassessingunderstandingofconceptsforpartialmodulecredit.

31

FieldworkInthiscase,modulespecificbutcouldbesynoptic.Description:Workdoneoutsidethenormaluniversitysetting,usuallycollectingdatafromtheenvironmentstudied.Areportisthenwrittenonstudents’experience,theirdatacollectedandanalysedWhereisthisassessmentmethodcurrentlyused?SchoolofBiology,UniversitiesofBristol,Durham,Glasgow,Leeds,Liverpool,QueenMary,Southampton.Whatdoesitassess?

• students’understandingofscientificconcepts• numericalliteracy• writtencommunicationskills• abilitytoanalysedata• note-takingskills• problemsolvingskills• appreciationofhealthandsafetyintheenvironmenttheyfindthemselvesin

Benefitsfromateachingperspective:Teacherscantellthelevelofunderstandingofacertaintopicfairlyeasilythisway.Excitingtoteachinanewsetting.Disadvantagesfromateachingperspective:Timetakenfromtimetablemayinfringeonteachinghours.Timeconsumingtomarkallthereports.Positiveaspectsfromastudent’sperspective:Eachstudentismarkedaccordingtoaschemeandsomarkedfairlyandconsistently.Maybeexcitingtodoworkthatisnotintheusualsetting,ofteninthecountrysideand,assuch,relaxing.Studentshavethetimetocollectagoodsetofdatabeforeinterpretation.Realisticlearningexperience.Negativeaspectsfromastudent’sperspective:Maynotbemarkedconsistentlyifdifferentsupervisorsmarkthework.Couldcosthundredsofpoundsifabroad.

32

Students’opinionsonthischoiceofassessmenttechnique:Thisisagoodwayforbiologiststoseeintherealworldwhatcollectingdataisaboutandtheapplicationofthetheorytaughtinlecturescanbebroughttolife.Acompletelydifferentwaytoassessthingsandkeeptheminteresting.Overallaneffectivewaytoassessmanyskills.

33

GroupPortfolioInthiscase,modulespecificbutcouldbesynoptic.Description:Inthisinstance,wasa40-60pagebusinessplanforaproductwedesigned,bringingseveralindividuals’workandcompilingthemtogethertomakeonecohesive,single-purposedocument.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• knowledgeandunderstandingoftheproductdesigned• writtencommunicationskills• teamworkand• organisationalskills• researchskills• thinkingcriticallyandlaterally• persuasiveskills

Benefitsfromateachingperspective:Seeaninsightintohowdeepknowledgeandunderstandingis.Catchaglimpseofhowwelltheteamworkedtogether.Notmuchteachingrequired,justneedtoprovideabriefingandthenkeepstudentsontrack.Disadvantagesfromateachingperspective:Portfoliosarealongread.Hardtotellhowmucheachteammembercontributedtothedocument,whichcouldskewindividuals’marks.Positiveaspectsfromastudent’sperspective:Alotoftimegiventogroupinordertoaccomplishthework,soit’sanopportunitytocreatetheverybestworkpossible.Opportunitytoworkwithothers.Researchingsomethingthatyourgrouphaschosensoshouldbeinteresting.Studentsmarkedonseveraldifferentsectionsmakingtheoverallgradelikelytobefair.Negativeaspectsfromastudent’sperspective:Teammembersnotpullingtheirweightcancauseissues.Itcantaketimetoadaptdifferentpeople’sworktomakeitsoundlikeitwaswrittenbyoneperson.Meetingupwithteammembersifthey’refromadifferentcoursecouldprovedifficult.(Editor’snote:Severalmechanismsforassigningindividualcontributionstothegroupeffort.WebPAisonesuchsystem).

34

Students’opinionsonthischoiceofassessmenttechnique:Ithinkthisisaneffectivemethodforassessingandagreatwaytoaccomplishgroupwork.However,alongwithanygroupworkthereneedstobesomesortofmeasureofcontributionofeachteammember

35

GroupPresentation(MixedMode)PresentationsareusuallytwiceasemesterforPCIstudentsinfirstandsecondyear,sointhissensetheyworkacrossmodulestohelpbuilduptheseskills.However,theassessmentsareverymuchcontainedwithinthemodule.Description:Thesearesimilartogrouppresentationshowevertheycancontainmoreofaperformativeelement.Somestudentsmightcreatesomethingmoreinteractiveorincludeademonstrationofpractice.Whereisthisassessmentmethodcurrentlyused?SchoolofPerformanceandCulturalIndustries,UniversityofLeedsWhatdoesitassess?

• creativity• abilitytocollaborate• criticalthinking• abilitytolead,contributetoateamandtakeondifferentrolesasrequiredbythe

task• adaptability• abilitytocommunicateorallyandinwrittenforms• abilitytoworkcriticallywithknowledge

Benefitsfromateachingperspective:Tutorscanevaluatethestudentsunderstandingwhenpracticalelementsareusedwithinthepresentation.Itpresentsadifferentkindofskillanddemonstratesamoreembodiedkindofanalysis.ItmeansthatthestudentshavemorelicensetobeoriginalandimaginativewiththewaytheypresentinformationDisadvantagesfromateachingperspective:Thereisariskthatstudentsmightnotstrikethebalancebetweenpracticeandtheory,meaningthatevenifastudentdisplaysskillinthedemonstrationifitisnotcontextualisedsufficientlythenitcannotberewarded.Positiveaspectsfromastudent’sperspective:Canbeamuchmoreengagingtaskwhenpracticeisinvolved,givesthestudentlessrestrictiononhowtheycanexpresstheirlearning.PCIoftenusespresentationsasanassessmentmethod,sohavingaslightlydifferentapproachcankeeptheprogrammefromfeelingtoorepetitive.Negativeaspectsfromastudent’sperspective:Nonereported.

36

Students’opinionsonthischoiceofassessmenttechnique:MixedmodepresentationsmakealotofsenseinTheatreandPerformance,thereareaspectstothesubjectwhichcanbemosteffectivelycommunicatedthroughpractice.However,IthinkthisshouldbeencouragedinallpresentationsinPCIasanoption,whenitismoreexplicitlyincludedinthebriefthefinalresultcanfeelmoreforced,ratherthanamoreorganicexpressionofknowledgeandresearch.

37

GroupPresentationInthiscasemodulespecificbutcanbesynoptic.Description:Aspeechortalkinwhichinformationisconveyedto(an)otherindividual(s)byagroupofpeople.Whereisthisassessmentmethodcurrentlyused?SchoolsofChemistry,Education,andPerformanceandCulturalIndustries,UniversityofLeeds.Whatdoesitassess?

• knowledgeandunderstandingofaparticulartopic• verbalcomminication• researchskills• thinkingcriticallyandlaterally• appreciatingdifferentpointsofviewandpersuasiveskills(dependingonthenature

ofthepresentation)Benefitsfromateachingperspective:Interestingtoobserveandassess.Thereoftenanopportunitytoaskquestionstogetinmorein-depthideaoftheknowledgeandunderstandingthestudenthas.Showscommunicationskillsofstudentandteamworkskills.Disadvantagesfromateachingperspective:Potentiallytimeconsuming.Timetakenforstudentstochoosenatureofpresentation.Positiveaspectsfromastudent’sperspective:Presentationalskillsareusuallyessentialforgoingintoachemistryprofessionandsogivesgoodexperience.Getthechancetoconveypointsacrosstoacademics,moreimpactfulthanwriting.Enjoyable.Potentiallyaneasierroutetoattaininggoodmarks.Chancetoworkwithothersandbuildrelationships.Negativeaspectsfromastudent’sperspective:Perhapsalotofpressureonthosewhoareshy,howeverafterafewpresentationsthisshouldimprove.Canbestressful,especiallyifanyteammembersdonotpulltheirweightandthereforegetcreditforothers'work.Students’opinionsonthischoiceofassessmenttechnique:Givesyougreatexperienceforindustrywork.Ensuresthorough,in-depthknowledgeandunderstandingofatopicduetotheopportunityforthesupervisortoaskanyquestions.Nicetoworkingroups,howeverifpeopledon’tpulltheirweightitstartstobecomeproblematic.

38

HAZOPCurrentlymodulespecific,butcanbeusedasasynopticmethodofassessingskillslearntoveralongperiodoftime,suchasgroupworkandorganisationalskills.Description:AHazardandOperability(HAZOP)studyisatypeofrisk-assessmentprocedurecommonlyusedintheengineeringindustrytoidentifypotentiallyrisk-causingproblemsataplannedorexistingplant.Itassumesrisksarecausedbydeviationsfromdesign,anduses“guidewords”agreedbytheteamperformingtheassessmenttoidentifythesedeviations.Dataiscollectedfromthesite,thenthesystemdividedintopartsandanalysed.Thereportofthestudyfollowsaconventionalstructure,consistingofsectionsincludingaims,descriptionofthefacility,teammembersandguidewordsused,plantoverview,andanalysisofmainfindings.Whereisthisassessmentmethodcurrentlyused?SchoolofChemicalEngineeringandAnalyticalScience,UniversityofManchesterWhatdoesitassess?

• understandingoftheprocedureinvolvedinthestudy• theabilitytofollowaconventionalreportstructure.• writtencommunicationskillsareusedtoproducethereport• oralcommunicationskillsaredevelopedwhenworkinginagrouptoperformthe

study• students’abilitytoreflectupontheirwork,• thinkingcriticallyandcreativelytoidentifyandsolveproblems

Benefitsfromateachingperspective:Studentsgainexperiencewithreal-lifeindustrialproceduresandsoarebetterpreparedforgraduaterolesinindustry.Meanwhile,theskillsdevelopedcanbeappliedtotheirworkatuniversity.Studentsareencouragedtothinkcriticallyandimaginatively,whilstorganisingtheirworkbothinprogressandinthefinalreport.Disadvantagesfromateachingperspective:AnindustrialHAZOPcanbeahighlytime-consumingactivity,andtheprocessmayhavetobeadaptedtobesuitableforundergraduatestudents.Thereportcanbetimeconsumingtomark,andstudentsmayneedtobesupervisedon-site,requiringstafftobeavailabletovisit.Positiveaspectsfromastudent’sperspective:Studentsgettoexperiencemanyaspectsofworkinginindustry,includingworkinginateam,writingreports,andperforminganon-sitestudy–thisopportunitycanbeexcitingasitgivesaninsightintolifeafteruniversity.ByfollowingtheconventionalHAZOPstructure

39

whenwritingthereport,studentslearnhowtowritetoabriefandHAZOPsinthefuture.Negativeaspectsfromastudent’sperspective:AHAZOPisverytimeconsumingandmustfollowastrictstructure.Itcanbedifficulttoorganiseasagroupofstudentsaseachmemberneedstoadheretotheirrolewithinthegroup.Itmaybefrustratingforstudentsifsomemembersofthegrouparenotputtinginasmucheffortasothers,whichcouldbedifficulttodemonstrateinthefinalreport.Students’opinionsonthischoiceofassessmenttechnique:IthinktheopportunitytoperformafullHAZOPstudyandreportforgradingwouldbeveryusefulinpreparationforacareerintheengineeringindustryasthisisregularpractice.However,itwouldbequiteintimidatingatfirst,soitwouldbehelpfultohavespecifictrainingonhowtoperformthestudyandwritethereport,andtoseeexamplesorforinitialassessmenttobeformativeratherthancontributingtoyourfinalgrade.

40

In-ClassTestsModulespecific,testingstudentsonmaterialrecentlycoveredinlectures.Description:Short,examination-styletestsareperformedinatimetabledlectureslotunderexamconditions.Theymayconsistofmultiple-choicequestions,calculations,orexplanation-basedquestions.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,UniversityCollegeLondonWhatdoesitassess?

• students’knowledgeandunderstandingofmaterialtaughtrecently• criticalthinking• abilitytoapplythistosolveproblemsbythinkingcreatively• writtencommunicationskillsareassessedthroughclarityoftheirwrittenanswers

Benefitsfromateachingperspective:Lecturersareabletowritemoredetailedquestionsfocusingonmaterialtaughtrecentlyratherthanthewholelectureseries,asinatraditionalexamination.Thetestsareshortertowriteandmark,andprovideanopportunitytoidentifywherestudentsaresucceedingandstrugglingwhilstthemoduleisstillrunning.Disadvantagesfromateachingperspective:Lecturersmayhavetowriteexamination-stylequestionsandmarkthesefrequently,dependingonhowmanyclasstestsareincludedinthemodule.Settingatestduringalectureslotreducestimeavailableforteaching,solecturersmayfeelrushedtodeliverthecoursematerial.Positiveaspectsfromastudent’sperspective:Theshortnatureofanin-classtestmeansitcanonlycovermaterialtaughtrecently,sostudentsshouldbefamiliarwiththecontentwithoutneedingtorevisematerialtaughtmonthsago.Takingthetestinthefamiliarlecture-theatreenvironmentcouldmakestudentsfeelmorecomfortableandconfident,asopposedtosittingatraditionalexaminanunfamiliarlocation.Negativeaspectsfromastudent’sperspective:Beingtestedinclasswillcausesomeexamstress:whilestudentswillnotbeexpectedtomemorisecontenttaughtoverawholemodule,therewillstillbeanaspectofrecallrequiredandpressuretoperformunderveryshorttimeconstraints.Iftestsarehappeningfrequently,studentsmaynotfeeltheyhavesufficienttimetorevise.

41

Students’opinionsonthischoiceofassessmenttechnique:Ithinkanin-classtestwouldbehelpfultogetasenseofhowwellyouunderstandandcanmemorisematerialcoveredrecently;ifyoustruggle,youknowyouneedtogooverthatparticulartopicagain.However,Ifeelitcouldcausealotofstressifyoudonothaveadequatetimetoprepareforthetest,especiallyifitcontributesaconsiderableamounttoyourfinalgrade.

42

In-LaboratoryPracticalAssessmentCurrentlymodulespecific;studentsarecontinuouslyassessedthroughoutthedurationoftheyear-longmodule.Butitcouldeasilybeusedasasynopticmethodofassessment.Description:Laboratoryskillsarecommonlyassessedcontinuouslyovertheyear:studentsperformpracticalexperimentsfollowinginstructionsprovided,withtheaimofproducingthedesiredchemical,inweeklytimetabledlaboratorysessionsoftentotallingapproximatelyninehours.Theinstructionscanvaryinlevelofdetail,allowingpracticalabilityaswellasproblemsolvingskillstobeassessed.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• practicalworkassessesstudent’smanualdexterity• understandingoflaboratorytechniquesandsafetymeasures.• preparationforexperimentsassessesastudent’splanningandtime-management

skillsandtheabilitytodealwithunexpectedissuesintheprocedureassessestheirabilitytothinkcreativelytosolveproblems

• explanationofproceduresandaskingrelevantquestionsdemonstratesoralcommunicationskills

Benefitsfromateachingperspective:Studentslearntoworksafelyandcompetentlyinalaboratoryenvironment,whichtheymayneverhaveexperiencedbeforeuniversity.Thispreparesthemforsuccessinacademiaandindustry,wherepracticalabilityandcommunicationskillsareequallyimportant.Disadvantagesfromateachingperspective:Studentsmustbetrustedtouseexpensiveanddangerouschemicalsandequipmentresponsibly.Thereisasignificantamountofriskinvolved,anditisunfeasibletoconstantlymonitoreachstudent–bothintermsofstaffnumbersandstudents’independentlearning.Positiveaspectsfromastudent’sperspective:Studentsgainknowledge,experienceandindependenceinalaboratoryenvironment,sotheyfeelpreparedtoentertheworkingworld.Regularlaboratorysessionsallowtheenvironmenttobecomefamiliarandstudentslearnhowtomanagetheirtimeeffectively.Theylearntothinkcreativelytosolveproblems,whilsthavingaccesstohelpfromstaffwhenneeded.

43

Negativeaspectsfromastudent’sperspective:Practicalworkcanbeverystressfulbecauseproceduresdonotalwaysworkasplanned,andthereispressuretoachieveagoodproductyieldinthetimeframeasthisdirectlyimpactstheirmark.Students’opinionsonthischoiceofassessmenttechnique:Ihavefoundpracticalworkintheundergraduatelaboratoriestobeincrediblystressfulbecause,despitemybestefforts,myresultshavenotalwaysgoneasplanned.Thereisalotofpressuretogetgoodresults,whichIhavelearntisnotthecaseinreal-liferesearch–butitdoesprovidelotsofpracticeinusingtherequiredtechniques.

44

IndependentResearchProject(ArtsandSocialSciences)Thisisasynopticassesment–itcomesattheendofthedegreeprogrameandisanamalgamationoflearningandacademicpracticecompletedoverthethreeyears.Description:Thisiswhereastudentwillcompletearesearchtaskinfull.Notonlyreviewingliterature,outliningamethodology,butactuallyconductingtheresearchandanalysingthedatathemselves.Whereisthisassessmentmethodcurrentlyused?SchoolofEducationandSchoolPerformanceandCulturalIndustriesattheUniversityofLeeds.Whatdoesitassess?

• interculturalunderstandingandculturalawareness• abilitytoquestionsocialconditioningandarepoliticalawareness• interdisciplinaryexperienceandskills• baseknowledgeofconceptsandissuesinthediscipline• abiitytorelateknowledgetoreal-worldissues• ongoinginterestinthesubject.• abilitytoengagewithissuesandconstructarguments• abilitytoreferenceproperly• abilitytosearchforliteratureproperly• abletoengagewiththeliteratureinacriticalway• abletoarticulateideasorallyandinwritinginaconvincingway

Benefitsfromateachingperspective:Cangivethestudentone-to-oneguidancethroughouttheresearchandwritingprocess.Getasenseforstudents’individualresearchinterests.Disadvantagesfromateachingperspective:Itisanexceptionallylongpieceofwork–soittimeconsumingintermsofsupervisionandisaheavyworkloadforthemarker.Positiveaspectsfromastudent’sperspective:Gettoresearchandwriteaboutatopicthattheyfindinteresting/haveaconnectionwith.Senseofpurposewiththework–makingagenuinecontributiontotheirfieldNegativeaspectsfromastudent’sperspective:Iftimemanagementisnoteffectivethenstudentscanbeleftwithanexceptionallyheavyworkload.Takesverycarefulconsiderationtochooseandrefinearesearchtopic.

45

Students’opinionsonthischoiceofassessmenttechnique:Itisagreatoppertunitytofindanacademicspecialism.HoweverIthinktherecouldbemoreroomtoincludepractice-ledresearchinthesekindofassignments.

46

InvestigationReportCurrentlymodulespecific,butcouldbesynoptic.Description:Thisisawrittenreportsummarisingtheprocedureandresultsofaninvestigation,whichmaybeperformedbyastudentindividuallyoringroups,orbyadifferentparty.Ittypicallyconsistsofvarioussectionssuchasanintroduction,methodology,summaryofresults,anddiscussion.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,UniversityofLeeds.Whatdoesitassess?

• criticalthinkingaboutresultsandtheirmeanings• researchskills• understandingofinvestigativemethods• abilitytothinkcreativelyandreflectively• abilitytoengagewiththeissuespresentedtoconstructrelevantarguments• writtencommunicationskills

Itmayalsoassess:• group-workingability• practicalskillsinperformingtheinvestigation

Benefitsfromateachingperspective:Studentsaregivenanopportunitytodeveloptheirwrittencommunicationskillsbylearningtowritetoinaconventionalreportstructure.Theyalsodeveloptheirunderstandingofinvestigativeproceduresbywritingthereport,eveniftheyhavenotperformedtheinvestigationthemselves.Disadvantagesfromateachingperspective:Ifstudentsarenewtodevelopingtheirowninvestigations,theymaystruggletowriteareportontheprocessandresultsinaconventionalstyle.Markingtheprojectcouldbetime-consumingduetothevarietyofeachstudent’sinvestigation.Ifthestudentsarenotperformingtheinvestigation,appropriatedatamaybedifficulttofindortimeconsumingtogenerate.Positiveaspectsfromastudent’sperspective:Writingareportaboutaninvestigativeprocedurehelpsstudentsunderstandwheretheresultshavecomefromandappreciatewhattheymean.Theylearntowriteconciselyandtofitabrief,whichisakeyskillinmanygraduateroles.Theymayalsohavetheopportunitytoworkwithagrouptodeveloppracticalability.

47

Negativeaspectsfromastudent’sperspective:Performingtheinvestigationandcollectingresults(ifapplicable)canbeintimidatingifthestudentisunfamiliarwiththisprocess.Writingandformattingthereportcanbetimeconsuming,especiallyiftheresultsoftheinvestigationvaryfromthoseexpected.Students’opinionsonthischoiceofassessmenttechnique:Ithinkwritingreportsisanessentialgraduateskillanditwouldbebeneficialtopractisethisandgetfeedbackonmywriting.Planninganinvestigationcouldbeintimidatingatfirst,butisimportanttolearntoworkindependentlyandtotakeresponsibilityforyourwork.

48

LaboratoryNotebookSpecifictomodulescontaininganaspectoflaboratorywork.Description:Studentsareassessedonthecontentandorganisationofthebenchnotesintheirlaboratorynotebook.Theseshouldincludethedateandtitleoftheexperiment,theplannedandactualprocedures,resultsandcalculations.Thelaboratorynotebookcanbeassessedaspartofthelaboratoryreport,ortreatedasaseparateentity.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,UniversityCollegeLondonWhatdoesitassess?

• organisationalskillsinaccordancewithscientificconvention• writtencommunicationskills• abilitytoperformsimplecalculations• students’understandingofrelevantinformationtorecord

Benefitsfromateachingperspective:Studentslearnhowtomakeclear,relevantrecordswhilstinthelaboratory.Thispreparesstudentsforacareerinacademiaorindustrywhereexperimentsneedtoberepeatedorpublished,andlaboratorynotebookscanactaslegaldocumentsinpatentdisputes.Disadvantagesfromateachingperspective:Asthereisnouniversalmethodoforganisingnotesinalaboratorynotebook,markingishighlysubjectiveaccordingtothepreferenceoftheindividual.Positiveaspectsfromastudent’sperspective:Studentsformagoodhabitofrecordingnoteswhiletheyworkinthelaboratoryandunderstandtheimportanceofkeepingclearandcomprehensiverecords.Inaddition,goodrecordsfrominsidethelaboratorywillbeagreathelptostudentswhenwritinglaboratoryreportsoutsidethelab.Negativeaspectsfromastudent’sperspective:Adheringtothemanyconventionsofgoodlaboratoryreportingrequireslotsofeffort,andcertainaspectscanfeelunnaturalwhentryingtomaintainatidyappearance,suchasensuringanymistakescanstillberead.Studentsmaystruggletokeepconstantrecordswhilstworkinginthelaboratoryastheymaybefocusingmoreonperformingtheexperimentwithinthetimeframeandtryingtosolveanyproblemsastheyoccur.

49

Students’opinionsonthischoiceofassessmenttechnique:Ihaveneverhadmylaboratorynotebookmarkedasaseparateentitytomylaboratoryreport;mynoteshaveonlybeenbrieflycheckedtoensureIhavebeenkeepingrecordsofmyworkwhilstinthelab.Placingmoreemphasisonthelaboratorynotebookwoulddefinitelyencouragestudentstogetintogoodhabits,butwouldincreasethepressurewhilstworkinginthelaboratoryasitcanbetimeconsumingtoensureyouarerecordingeverythingcorrectly.

50

LaboratoryReportCurrentlymodulespecific;studentsarecontinuouslyassessedthroughoutthedurationoftheyear-longmodule.Butitcouldeasilybeusedasasynopticmethodofassessment.Description:Followingsynthesisofachemicalproductintimetabledlaboratorysessions,studentsanalysetheirproductsandwriteabouttheirfindingsinalaboratoryreport.Thesereportsarewritteninanimpersonalscientificstyle,standardofpracticeinanacademicorindustrialsetting,andtypicallyfeatureadateandtitle,introductionandbalancedequations,experimental,resultsanddiscussion,andreferences.Alternatively,thelaboratoryreportmaybewritteninashorter,proformastyle,inwhichanswerpromptsareprovided.Thereportsaremarkedonanapproximatelyweeklybasis,duringwhichproductqualityandreportformatandcontentareassessedbymemberofacademicstafforpostgraduatestudent.Markingmaybeperformedinaone-on-onesessionwiththestudent,oroutsideofthelaboratory.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• students’understandingofscientificconcepts• numericalliteracy• writtencommunicationskills• oralcommunicationskillsinaone-on-onemarkingsession• abilitytothinkcriticallyandreflectively• abiliitytosolveproblems.

Benefitsfromateachingperspective:Thecontinuousassessmentoflaboratoryreportsdevelopsstudents’time-managementskillsinkeepingtoregulardeadlines.Students’understandingofchemicalconceptsandproceduresareclearlycommunicatedthroughmarkingsessions;additionalteachingcanbedirectedtowardsthoseinneed.Studentslearntowritealabreportaccordingtoscientificconventioninpreparationforgraduaterolesinthelaboratoryandforbetterunderstandinganylaboratoryreportstheyread.Disadvantagesfromateachingperspective:Regularlymarkingeachstudent’sworkinaone-on-onesessionistimeconsumingandrequiresahighvolumeofstaff.

51

Positiveaspectsfromastudent’sperspective:Regularfeedbackfromlaboratoryreportsallowsstudentstodemonstrateandmonitortheirprogress,andaskspecificquestionsintheone-on-onemarkingsessionstoaidlearning.Studentsareawareoftheirexactgradeandhavetheopportunitytoimproveitovertime.Negativeaspectsfromastudent’sperspective:Thereisadditionalpressuretoproduceagoodproductwithahighyield,asthisimpactsthelaboratoryreportgradeaswellthepracticalassessmentgrade.Writinglabreportsonaregularbasiscanbetimeconsuming;asthereisnottimetocompletetheseduringallocatedlaboratorysessionsitcanbeeasytofallbehindschedule.One-on-onemarkingsessionsprovideadditionalpressureonstudentstoprovetheirknowledgethroughoralquestions,andscoringcanbehighlysubjectivedependingonthepersonmarkingthereport.Students’opinionsonthischoiceofassessmenttechnique:Ihavebeenabletokeepupwithplanningexperimentsandwritinglabreportsthroughcarefulorganisation,butitisverytimeconsumingandIexpectitwouldbedifficulttocatchupifyouhadfallenbehind–itcanfeellikelabworkisnever-ending.Itishelpfultoreceivefeedbackduringdiscussionsoyoucanputitintoactionstraightaway.

52

LaboratoryResearchProjectModulespecific,howeveruseslabskillslearntoverthecourseofthedegree.Description:Inthiscase,a4,000wordlabreporton12weeksoflabresearch(onesemester).Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• performingthepracticalworkassessesastudent’smanualdexterity• theirunderstandingoflaboratorytechniquesandsafetymeasures• writtencommunication,• researchskills• criticalandlateralthinking• reportwritingskills• independentlearningabilitytodevelopahypothesis• abilitytomakeandanalysecompounds.• Abilitytoworkchemistrysoftware• problem-solvingskillsforopen-endedproblems.

Benefitsfromateachingperspective:Seeaninsightintohowdeepknowledgeandunderstandingis.Abletoassessmanydifferentskills.Notmuchteachingrequired:abriefisgiven,thenasupervisorisjusttheretoguidethework.Mayaddinformationtotheirfieldofwork.Disadvantagesfromateachingperspective:Alongread.Noopportunitytoaskfurtherquestionslikeinapresentation,forexample.Timetakentopreparebriefs.Positiveaspectsfromastudent’sperspective:Topicusuallyischosenbythestudent,sointerestingtoreaduponandwriteabout.Flexibilityonwhereyouwouldliketotaketheresearch.Studenthasagoodopportunitytoshowtheirinterestinaparticulartopicandthiscanhelpcareerdevelopment.Noneedtomemoriselotsoffacts,justuseskillsalreadyacquiredfrompreviouslabwork.Labworktakenatownpace,lessstress.Negativeaspectsfromastudent’sperspective:Timeconsuming.Thesupervisionofthereportcanbeinconsistent.Somesupervisorsarewillingtohelpstudentsalotmorethanotherswhichcouldmakethisformofassessmentseemunfair.Marksmayvaryaccordingtowhichprofessormarksthework.

53

Students’opinionsonthischoiceofassessmenttechnique:Goodthatstudentsgettochoosetheirowntopicandtaketheirprojectsaretheirownpace.Itwouldbeniceifitcouldbearrangedtospeaktostudentsinpreviousyearsabouthowtheyfoundcertainsupervisorsastheycanbeinconsistentwithhowmuchtheyassistyou.

54

LessonPlanCanbespecifictoateachingmodule,orsynopticacrossaneducationdegree.Description:Studentscreateaplanforalessontobetaughtinschoolstopupilsofaspecifiedage.Theplanshoulddescribethelearningobjectives,teachingactivities,resourcestobeusedinclass,methodsforverifyingstudentlearning,andfurtherstepssuchashomework.Studentsmaycarryoutthislessoninaschool;ifso,theycanwriteareviewoftheirlessondiscussingwhichaspectswentwellandwhichpartsoftheirplancouldbeimproved.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,UniversityofLeeds;SchoolofChemistry,UniversityofBirminghamWhatdoesitassess?

• astudent’sknowledgeandunderstandingoftheirsubjectastheypreparetosharethiswithothers.

• abilitytothinkcreativelybyfindingteachingmethodswhichwillengagetheirpupils• writtencommunicationskillsthroughcreatingalessonplanwhichcanbefollowed• ifthestudentperformsthelessontoaclass,theiroralcommunicationskillsare

tested• theirabilitytothinkreflectivelywhenreviewingtheirlesson

Benefitsfromateachingperspective:Byconsideringhowtoteachothers,studentsthinkcriticallyabouttheirownknowledgeandareencouragedtofillinanygapsintheirunderstanding.Ateachingplanisusuallybriefsocanbequickandeasytomark.Disadvantagesfromateachingperspective:Duetothebriefnatureofalessonplan,markingcanbedifficultifastudenthasnotprovidedadequateexplanationsoftheirplans.Reliabilityofassessmentcanbeaffectedbythemarker’sknowledgeofthesubjecttobetaughtbythestudent.Positiveaspectsfromastudent’sperspective:Creatingalessonplanprovidesaclearmethodforstudentstodemonstratetheirknowledgeofthemanyaspectstoconsiderwhenteaching.Studentsmaybeabletouselessonplanscreatedforassessmentinareallesson;ifnot,theywillknowhowtoplananylessonstheymayberequiredtoteachatalaterdate.Receivingfeedbackonassessedlessonplanswillhelpstudentsimprovetheirlessonplansinfuture.Negativeaspectsfromastudent’sperspective:Studentsmaystruggletodemonstratetheirknowledgeofteachingpracticeduetothebriefnatureofthelessonplan.Somestudentsmaydisputethevalueofthelessonplanasa

55

concept:somemayprefertoteachfromtheirownnotes,ratherthanastandardisedlessonplan,andothersmayfeelitisapointlessexerciseduetotheunpredictablenatureoftheclassroomenvironment.Students’opinionsonthischoiceofassessmenttechnique:Foranybodyinterestedinteaching,Ithinkalessonplanwouldbeavaluableexercise,evenifthelessonisnottobedeliveredtoaclass.Itencouragesstudentstoconsidertheaspectsofteachingindetail.Ifeelalessonplanwouldbemostsuccessfulasanassessmentmethodifcombinedwithasupportingdocumentwherestudentscanexplaintheirintentionsand/ortheirexperiences.

56

LiteratureReviewInthiscase,modulespecificbutcanbesynoptic.Description:Evaluativereportofinformationfoundintheliteraturerelatedtoyourselectedareaofstudy.Thereviewshoulddescribe,summarise,evaluateandclarifythisliterature.Whereisthisassessmentmethodcurrentlyused?SchoolsofBiology,Chemistry,EducationandPerformanceandCulturalIndustries,UniversityofLeeds.Whatdoesitassess?

• knowledgeandunderstandingofaparticulartopic,oftenin-depth• writtencommunication• experiencewithprimaryresearch• experiencewithliterature• understandingandappreciationofothers’view• drawingconclusionsbasedondatacollected• independentworking• persuasiveskills• understandingofhowtheresearchprocessworks

Benefitsfromateachingperspective:Effectivewaytogaugedepthofunderstandingandknowledgeofstudent.Doesn'trequiremanyteachinghours.Assessesmanydifferentskills.Disadvantagesfromateachingperspective:Takestimetodevotetoreadingstudent’sresponses.Noopportunitytoaskfurtherquestions,likeinapresentationforexample.Positiveaspectsfromastudent’sperspective:Ifthetimeismanagedwell,thiscausesminimalstress.Opportunitytoshowmanyabilities.Fairlysimpletasktoundertake.Negativeaspectsfromastudent’sperspective:Marksmayvaryaccordingtowhichsupervisormarksthework.Ifworktobereviewedisassignedtoyou,thenitmaybeinanareainwhichyouhavenointerest.Students’opinionsonthischoiceofassessmenttechniqueIfplannedinadvancebythestudent,thiscanresultingreatperformance.Simpletasktodo,findingrelevantinformationandpresentingitinamorecondensedway.

57

MultipleChoiceQuestionnaireCurrentlymodulespecific,butcouldbeusedasamethodofsynopticassessment.Description:Atypeofexamination,takenmid-termorattheendofamodule,inwhichstudentsanswerquestionsbyselectingoptionsfromalistgiven.Thereareoftenaroundfiveanswersprovidedforeachquestion,andstudentsmaybeaskedtoselectthecorrectorincorrectstatement(s)fromthelist.Studentsmaybepenalisedforselectingincorrectanswers.Whereisthisassessmentmethodcurrentlyused?SchoolofBiology,UniversityofLeedsWhatdoesitassess?

• understandingofsubjectmaterial• problemsolving• attentiontodetail• numericalliteracy

Benefitsfromateachingperspective:Focusisplacedonunderstandingofdifficultconceptswithinthesubjectmaterial.Teachingcanbemoredetailorientated,whichmaybepreferableforanindividualtodemonstratetheirareaofspecialism.Markingisfastandeasy,andoftencomputerised.Thismeansfeedbackcanbegiventostudentspromptly.Disadvantagesfromateachingperspective:Multiplechoicequestionnairescanbedifficultandtimeconsumingtowrite;incorrectanswersmustbeprovidedaswellascorrectones,buttheycannotbetooobviouslywrong.Thestyleofquestionisquiterestrictive:theytypicallycoverdefinitionsorsimpleexplanations,oranswerstomathematicalproblems.Positiveaspectsfromastudent’sperspective:Studentsmayfeelthereislesspressuretomemorisefacts,asseeingthecorrectanswerprovided(albeitamongstsimilarincorrectanswers)canactasaprompt.Itcanbereassuringtobeabletoanswereveryquestion,evenifguesswork.Examsmaytakelesstimetocomplete.Negativeaspectsfromastudent’sperspective:Havinganswersprovidedmeansadeeperunderstandingofconceptsisexpected,anditmaybedifficulttodistinguishbetweensimilarcorrectandincorrectanswers.Thereisverylittleopportunityforstudentstodemonstratetheirknowledgeoutsideofthespecifiedanswers.Forexample,nocreditcanbegivenforusingthecorrectmethodbutobtaininganincorrectanswerforamathematicalproblem.

58

Students’opinionsonthischoiceofassessmenttechnique:Ihavefoundsomemultiplechoicequestionstobequitechallenging.Idon’tthinktheyareafairwaytoassessawholemoduleasthereissolittleflexibility,buttheycouldbegoodforassessingunderstandingofconceptsforpartialmodulecredit.

59

NewspaperArticleCurrentlymodulespecific,butcouldbeusedasamethodofsynopticassessment.Description:Writingapiecethatcouldhaveaplaceinascientificjournalbasedonarecentscientificpaper.Whereisthisassessmentmethodcurrentlyused?Biology,UniversityofSouthamptonWhatdoesitassess?Knowledgeandunderstandingofaparticulartopic,oftenanin-depthone.Writtencommunication,experiencewithprimaryresearchandexperiencewithliterature.Understandandappreciateothers’viewandcometoaconclusionbasedondatacollected.Independentworking,persuasiveskills.Howtheresearchprocessworks.Creativityinwriting.Benefitsfromateachingperspective:Effectivewaytogaugedepthofunderstandingandknowledgeofstudent.Notalongpieceofwritingtohavetomark.Readingadifferentstyleofworkisinteresting.Disadvantagesfromateachingperspective:Takestimetodevotetoreadingstudent’sresponses.Noopportunitytoaskfurtherquestions,likeinapresentationforexample.Onlyviewasmallrepresentationofalltheworkthatthestudenthasputin.Positiveaspectsfromastudent’sperspective:Ifthetimeismanagedwell,thiscauseminimalstress.Fairlysimpletasktoundertake.Differentstyleofwritingsointeresting.Negativeaspectsfromastudent’sperspective:Marksmayvaryaccordingtowhichsupervisormarksthework.Ifworktobereviewedisassignedtoyou,thenitmaybeinanareayouinwhichyouhaveinterestinandthereisariskyoumightunderperform.Onlyshowsaportionoftheworkdone.Students’opinionsonthischoiceofassessmenttechnique:Ifplannedinadvancebythestudent,thiscanresultingreatperformance.Simpletasktodo,findingrelevantinformationandpresentingitinamorecondensedway.

60

OnlineAssessmentsGenerallymodulespecific,andmostappropriateforhighlynumericmodules.Description:Anonlineassessmentgenerallyconsistsofaseriesofonlineteststakenthroughoutthemodule,requiringtypedinputofananswerorselectionfrommultiplechoice.Eachtestcanbeaccessedatanypointwithinaspecifictimewindowandpreparedfeedbackisusuallyprovidedtothestudentinstantlyaftersubmission.Thereistheoptiontoallowmultipleattemptsateachassessment.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• understandingofcoursematerial• problemsolvingthroughapplicationofknowledge• timemanagement

Benefitsfromateachingperspective:Studentscanfocusongainingabetterunderstandingofcoursematerialastheyhaveaccesstonotesandlecturematerialswhilstcompletingthetestsratherthanhavingtomemorisefacts.Thismeanstheyarebetterequippedtosolvetheproblemsfaced,astheycanmakeuseofrelevantresourcesaswouldhappenintherealworld.Noneedtomarkanswersfromeachstudent’ssubmissionasfeedbackisautomatic.Disadvantagesfromateachingperspective:Itisdifficulttoawardcreditforcorrectmethodbutincorrectanswers,asonlythefinalanswerissubmitted.Settinguptheonlinetestswithanswerscanbetimeconsuming,especiallyifmultipleversionsofeachquestionhavebeenwritten.Doesn’tdemonstratestudents’abilitytoretainrelevantinformation.Positiveaspectsfromastudent’sperspective:Thereisnoneedtomemoriseinformation,somoreeffortcanbemadetounderstandit.Studentscanaccessandthetestsatanytimeduringtheallocatedtimewindows,forimprovedflexibilityandreducedstresscomparedtothestricttimeconstraintsoftraditionalexams.Feedbackisprovidedinstantlyintermsofnumberofcorrectanswers.Ifallowed,studentscanhavemultipleattemptswiththeirbestscoretaken,sotheyhavetheopportunitytolearnfromtheirmistakes.

61

Negativeaspectsfromastudent’sperspective:Completingeachtestbeforeitsdeadlinecancausemorestressthroughoutthedurationofthemodulecomparedtoafinalexamination.Havingmultipleattemptsateachassessmentcanbetimeconsuming.Nocreditforworkingoutmeansmarkscandropsignificantlyduetosmallfactorssuchasmathematicalerrors.Automaticfeedbackisn’tdetailed–itisn’ttailoredtotheindividual,somaynotbeparticularlyhelpful.Students’opinionsonthischoiceofassessmenttechnique:Havingtoregularlycompletetheonlinetestsontopofdoingotherworkwasstressful,especiallyconsideringtheall-or-nothingmarkingsystem.However,thiswaspreferredoveranotherend-of-moduleexam–itwasgoodtohavemarksforthismodulesecuredwhilstothermoduleswerebeingassessed.IenjoyedthechancetofocusonunderstandingtheinformationtaughtwithoutworryingthatIwouldhavetoremembereverydetail.

62

Open-BookExamThisexampleofanopen-bookexambeingusedintheSchoolofChemistryattheUniversityofLeedswasmodulespecific.However,thismethodcouldalsobeusedforsynopticassessmentasitdoesnotrequirelargeamountsofinformationtobememorised.Description:Questionsaresetundertraditionalexaminationconditions,exceptstudentsareallowedaccesstotextbooks,lecturematerialsandwrittennotesbroughtwiththemtotheexam.Electronicdeviceswhichallowaccesstotheinternetareusuallyforbidden.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistryandSchoolofChemicalandProcessEngineering,UniversityofLeedsWhatdoesitassess?

• planning• timemanagement• understandingofcoursematerial• problemsolving• identificationofrelevantcoursematerial• writtencommunicationskills

Benefitsfromateachingperspective:Focusisplacedonhigher-levellearningratherthanmemorisation;thisencouragesdeeperunderstandingandengagementwithtaughtmaterial.Studentslearnhowtomanagetimeandresourcesbychoosingrelevantreferencematerialstobringtotheexamandhowtousetheseefficientlytosupporttheirownknowledge.Examscanfeaturemorein-depthquestions,whichallowstudentstosolveproblemsusingavailableresources,justastheywouldoutsidetheacademicworld.Disadvantagesfromateachingperspective:Studentsmayrelytooheavilyontheirresourcematerials,consideringtheseareplacementtoengagingwiththematerialduringteaching,andthereforestrugglewiththebasicunderstandingneededtosuccessfullytackletheadvancedproblems.Exampapersmaybemorechallengingtowriteandmark,aslower-levelquestions,suchasdefinitions,arenolongerappropriate.Positiveaspectsfromastudent’sperspective:Reliefofstressfromtryingtomemoriseallrelevantcontentforanexam,thereforestudytimecanbespentunderstandingthematerial.Studentsmayenjoylearningthematerialmoreastheyfeellesspressuretomemoriseit.Referencematerialsfortheexamcanbepreparedinastylesuitedtotheindividual’spreferenceforlearning.Studentslearntohighlightrelevantmaterialstobringtotheexamandhowtousetheseeffectively.

63

Negativeaspectsfromastudent’sperspective:Studentscannolongerrelyontheeasiermemory-basedquestionstoguaranteemarksintheexam,astheywillnotbecreditedforreproducingmaterialthatcanbebroughtintotheexam.Thereforethequestionswillbemoredifficult,andtheexamswilltakelongertocomplete.Also,studentsmustinvesttimetofindandpreparerelevantreferencematerialsbeforetheexam.Students’opinionsonthischoiceofassessmenttechnique:Ihaveonlyexperiencedanopenbookexamasamidtermexam–whilstIandmanyotherstudentswereshockedatthestartofthesemestertolearnwehadanexaminjustafewweeks’time,weunderstoodthereasoningandadaptedwelltotheprocedure.Itwasespeciallyhelpfultohavethetestduringrevisionweekwhenwecouldfocusonpreparingfortheexam,ratherthanhavingtofititaroundotherlectures,andhavingthisdoneincreasedmyconfidenceinthetraditionalexamusedtoassesstherestofthemodule.

64

OralExamination/VivaVoceThismethodofassessmentcanbeeithermodulespecificorsynoptic.Description:Inanoralexamination,astudentprovidesaspokenresponsetoquestionsposedbyoneormoreexaminersinanisolatedsetting.Theexaminationusuallylastsbetween5and30minutes,andvariesinstructurebetweenclosed,inwhichallquestionsarepreparedbeforehand,andopen,inwhichtheexaminerbuildsuponpointsraisedbythestudentduringtheexamination.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,UniversityCollegeLondonandSchoolofChemicalEngineeringandAnalyticalScience,UniversityofManchesterWhatdoesitassess?

• oralcommunicationskills• subjectknowledgeandunderstanding• problemsolving• creativethinking• criticalthinking

Benefitsfromateachingperspective:Theexaminationcanbedesignedtoassessavarietyofskills,fromsimpleknowledgerecalltomoreadvancedproblemsolvingquestions,sogradingcanbetailoredtothelevelofeachstudent.Astudent’sknowledgeandabilitycanbeaccuratelyassessedinanoralexaminationasitisdifficultforanswerstobesharedbetweenstudents,especiallyiftheexaminerusesarandomselectionofpreparedquestionsforeachstudent.Feedbackcanbegiventostudentsimmediatelyaftertheexamination,whichallowsfortheirpersonalimprovement,andtheexaminercanquicklyidentifyanygapsintheknowledgeofthestudentsasagroup.Disadvantagesfromateachingperspective:Oralexaminationstakealongtimetoconductsoareunsuitableforlargeclassgroups,andusuallytakeplaceincancelledteachingtime.Iftheexamistobeperformedbymorethanoneexaminer,clearmarkingguidelinesmustbeestablishedforfairnesstostudents.Unlikeawrittenexaminationthereisnoanonymityforstudents,whichcouldcausebias.Positiveaspectsfromastudent’sperspective:Oralexaminationsprovideanexcellentopportunitytopracticeoralcommunicationskills,aswellastheabilitytoadapttoasituation,whicharevaluableskillstohaveinanyworkingenvironment.Inaddition,somestudentsmayfinditeasiertoexplaintheirthoughtsandknowledgeorally(comparedtoawrittenexam)astherecanbemoreinteractionwith

65

theexaminer.Informationrehearsedthroughspeechismorelikelytoberetainedthanthatmemorisedforawrittenexamination.Negativeaspectsfromastudent’sperspective:Ifunfamiliarwiththeformat,oralexaminationscanbeverystressfulforstudents–oftenmoresothanawrittenexam.Thiscouldhaveadetrimentaleffectontheirperformanceintheexam,eveniftheyhavehighlevelofsubjectknowledgeandunderstanding.Studentscouldbenegativelyimpactedbybiasfromafamiliarexaminer,ortheirrandomselectionofquestions,whichanindividualmaydeemtobemoredifficultthanequivalentquestions.Students’opinionsonthischoiceofassessmenttechnique:Whileanoralexaminationwouldatfirstbemuchmorestressfulthanawrittenexamination,Ithinksomeofthisstresscouldbealleviatedbyhavingadequatetimetopractiseoralcommunicationskillsbeforehand,andbeingtoldwhattoexpectfromtheexam.Itcouldbedifficulttoreviewyouranswersasyouwouldinawrittenexam,butIthinkbeingabletoformasuitableresponsetoaquestiononthespotisavaluableskilltohave.

66

PeerAssessmentInthiscase,modulespecificbutcouldbesynoptic.Description:Markingtheirpeers’workagainstagreedassessmentcriteria.Whereisthisassessmentmethodcurrentlyused?SchoolofBiologyWhatdoesitassess?

• writtencommunication• understandingandappreciationofothers’viewsandwork• abilityofstudentstogradeagainstanassessmentcriteria

Benefitsfromateachingperspective:Nomarkinginvolved.Minimaltimehastobespent.(Editor’snote:Assessmentcriteriamustbecarefullypreparedandadequatetimegiventotrainingstudentsinhowtousethem).Disadvantagesfromateachingperspective:Studentsmorelikelytohavebiassoteacherreceivesinaccurategrade.Positiveaspectsfromastudent’sperspective:Increasedunderstandingofassessmentcriteria.Goodpracticetocompareyourabilitiesandprogresstootherstoseehowtheyhavedealtwiththetask.Relativelysimpletasktoundertake,whichhaspositiveconsequences.Goodtobuildeachother’sconfidenceup,andstudentsarelikelytolearnthingsfromeachother’swork.Comparingpeople’sworkcanleadtoencouragementofhealthycompetitionresultinginenhancedperformance.Negativeaspectsfromastudent’sperspective:Studentscanbeunsureabouttheresponsibilityofgradingsomeoneelse'swork.Somestudentsmaymarkmoregenerouslythanotherssothereisthepotentialforinconsistency.Students’opinionsonthischoiceofassessmenttechniqueAgoodidea,perhapsmorecommonuseinformativeratherthansummativework.Mainadvantagesincludecomparingpeople’sworkencouragingsomehealthycompetitionresultinginenhancedperformance,andlearningfrompeersbylookingattheirwork.

67

PlantDesignProjectReportThedesignreportitselfisspecifictothefinal-yearmodule,butassessesskillsdevelopedthroughoutthedegree.Description:Inteams,studentsdevelopadesignforachemicalengineeringplant,consideringpracticality,sustainability,andeconomicandoperationalfeasibility.Thefinalproductisareport,containingsectionscoveringprocesssynthesis,detaileddesignofkeyunits,plantcontrol,plantsafetyandlayout,environmentalimpact,businessplan,andexecutivesummary.Theprojectmaybeworthupto40%ofthefinal-yeargrade,withcreditgivenforgroupcontributionandpresentationaswellasthewrittenreport.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemicalEngineering,ImperialCollegeLondon;DepartmentofChemicalandEnvironmentalEngineering,UniversityofNottingham;SchoolofChemistryandChemicalEngineering,Queen’sUniversityBelfast.Whatdoesitassess?

• subjectknowledgeandunderstanding• problem-solvingskills• abilitytothinkcritically• creativity• abilitytoworkindependently• abilitytoworkaspartofagroup• researchskills• organisationalskills,presentationskills• writtencommunication• oralcommunication

Benefitsfromateachingperspective:Studentshavetheopportunitytoputtheskillstheyhavedevelopedoverthecourseoftheirdegreeintopracticeinpreparationforworkingintheengineeringindustry.Throughgroupmeetings,whichreplacelectures,teacherscanassessstudents’progressandofferpersonalisedsupporttohelpstudentssucceed,bothintheassessedreportandaftertheygraduate.Disadvantagesfromateachingperspective:Whilstmeetingswithstudentshelpteacherstomonitortheirprogress,itcanbedifficulttohelpthosewhoarestrugglingwithoutdoingtheworkforthem–studentsmustdeveloptheabilitytoworkindependentlyinanorganisedmanner.Logistically,itcanbedifficulttomeetwithstudentsworkingondifferentprojectswithdifferenttimescales.

68

Positiveaspectsfromastudent’sperspective:Thisprojectguidesstudentsthroughtheentireprocessofdesigningachemicalengineeringplant,providinganinsightintotheirlikelycareersaftergraduation.Studentsappreciatethelevelofindependenceandlearntothinkimaginativelyandcriticallywhilstreflectingontheirownwork–thesearevitalskillsforgraduateroles.Astheprojectisworthasignificantproportionofthefinal-yeargrade,alargeamountoftimeisdedicatedtothework,givingstudentstheflexibilitytoorganisetheirworkingpattern.Negativeaspectsfromastudent’sperspective:Somestudentsmaystruggletoorganisetheirworkgiventhehighlevelofindependencerequiredontheproject.Therearemanyaspectstoconsider,andsomemaylackmotivationtoworkoveranextendedperiodoftimewithoutdirectionfromatutor.Astheprojectislargelygroupbased,individualsmayfinditfrustratingiftheirworkschedulesdonotmatchupwithothersintheirgroup.Students’opinionsonthischoiceofassessmenttechnique:Thiswouldbeanexcitingopportunitytoexperienceallaspectsofachemicalengineeringplantdesignplan.Theideacouldbeintimidatingatfirst,butwithsupportfromtutorsandgoodgroupcommunicationitwouldbeidealpreparationforworkinginthechemicalengineeringindustryaftergraduation.

69

PosterCanbemodulespecificwhenreferringtoaparticulartopic,orsynopticifcoveringseveraltopicstaughtoveranextendedperiodoftime.Description:Studentscreateeitheranindividualorgroupposterdemonstratingtheirworkinavisuallyappealingstyle,oftenincolour,fordisplay.Studentsmayalsoperformapresentationoftheirpostertoanaudience.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,CardiffUniversityDepartmentofChemistry,DurhamUniversityWhatdoesitassess?

• subjectknowledgeandunderstanding• researchskills• problem-solvingability• graphic-designskills• creativity• writtencommunicationskills

Thismethodcanalsoassessoralcommunicationskillsifpresentedtoanaudience,andabilitytoworkinateamifproducedandpresentedasagroup.Benefitsfromateachingperspective:Students’workispresentedinaconcise,easy-toreadformat.Thekeyinformationishighlightedsomarkingcanbeverystraightforward.Aposterprovidesanidealpromptforsupportingquestionstofullyassessstudents’knowledgeandunderstandingoftheirsubject.Disadvantagesfromateachingperspective:Duetotheconcisenatureofaposter,notallofthestudents’workeffortswillbedemonstratedinthefinalproduct.Therefore,itcouldbedifficulttogradeiftherearekeypiecesofinformationmissing.Foragroupposter,itmaybedifficulttoidentifyeachstudent’scontributiontothefinalproduct.Positiveaspectsfromastudent’sperspective:Designingandcreatingapostercanbemoreenjoyableforstudentsthanothertypesofassignments,suchasessaysorproblemsheets.Studentswilllearnhowtocommunicateideasefficientlyduetothelimitedavailablespace,and,ifproducingagroupposter,howtoworkwithotherstosuccessfullycreateacollaborativeproduct.

70

Negativeaspectsfromastudent’sperspective:Studentsmayfocustoomuchonthedesignoftheposterratherthanthecontent,meaningtheirgradesuffersasthereisinsufficientdemonstrationofknowledge.Ontheotherhand,itcanbedifficulttodecidewhatinformationneedstobeincludedontheposter,andtoomuchisincludedsotheappearancesuffers.Students’opinionsonthischoiceofassessmenttechnique:Iliketheideaofcreatingapostertosummarisekeyideas,butIthinkIwouldstrugglewithknowingwhatinformationneedstobeincludedandwhatcanbeleftoff.Havingclearguidelinestofollow,oranawarenessoftheassessmentcriteria,wouldbeveryhelpful.

71

PosterPresentationInthiscase,modulespecificbutcouldbesynoptic.Description:Aspeechortalkinwhichinformationisconveyedto(an)otherindividual(s)usinganacademicposterthey’vemade.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• knowledgeandunderstandingofaparticularsubject• verbalcommunicationskills• confidence• abilitytodoindependentwork• researchskills• thinkingcriticallyandlaterally• appreciatingdifferentpointsofview• persuasiveskills

Benefitsfromateachingperspective:Interestingtoparticipatein.Thereoftenanopportunitytoaskquestionstogetinmorein-depthideaoftheknowledgeandunderstandingthestudenthas.Showscommunicationskillsofstudent.Thestudent'sworkiscondensedintoaneasy-to-readformat.Disadvantagesfromateachingperspective:Potentiallytimeconsumingtolistentosomanypresentations.Duetotheconcisenatureofaposter,notallofthestudents’workeffortswillbedemonstratedinthefinalproduct.Therefore,itcouldbedifficulttogradeiftherearekeypiecesofinformationmissing.Foragroupposter,itmaybedifficulttoidentifyeachstudent’scontributiontothefinalproduct.Positiveaspectsfromastudent’sperspective:Presentationskillsareusuallyessentialforgoingintoachemistryprofessionandsothisprovidesvaluableexperience.Oftenwhatispresentedhasbeenresearchedandsothisskillisacquired.Getthechancetoconveypointsacrosstoacademics,moreimpactfulthanwriting.Enjoyable.Opportunitytoconveypointsofviewandunderstanding.Theworkfortheposterisusuallyalreadydone,soallthatisrequirediscondensingandidentifyingimportantinformationtobeincludedontheposter.

72

Negativeaspectsfromastudent’sperspective:Perhapsalotofpressureonthosewhoareshy.howeverafterafewpresentationsthisshouldimprove.Canbestressful.Studentsmaychooseirreleventinformationtoincludeontheposter,notreflectingalloftheirworkandthereforeachievinglessthantheydeserve.Students’opinionsonthischoiceofassessmenttechnique:Givesyougreatexperienceforindustrywork.Ensuresthorough,in-depthknowledgeandunderstandingofatopicasthesupervisorortutorisabletoaskanyquestions.PerhapsneedstobeintroducedmoreespeciallyinChemistryasmostwillgettothirdyearhavingnotdoneasingleindividualorgrouppresentation,andconsideringthepresentationisworth15%ofa35-creditmoduleweneedmoreexperience.

73

PracticalAssessment(Collaborative)PerformanceandCulturalIndustriesstudentswillhaveoneofthesemodulesperyear,thismakestheassessmentmoreholistic,eachbuildingoffthepreviousyear’s.Studentsbecomemorefamiliarwiththestructureoftheassessmentandbythirdyeartheyarecreatingfull-scaleambitioustheatre.Description:SimilartoPracticalAssessment(CreativePractices)thisassessmentrevolvesaroundagroupperformance.However,thisprojectisofalargerscaleandtheprocessistakenintoconsiderationwhenitcomestomarking.Thepracticalelementisalsosupportedbyonlineblogposts.Whereisthisassessmentmethodcurrentlyused?SchoolofPerformanceandCulturalIndustries,UniversityofLeeds.Whatdoesitassess?

• leadershp• abilitytocontributetoateamandtakeondifferentrolesasrequiredbythetask• adaptability• abilitytocollaborate• abilitytocommunicateanddealwithconflict.• abilitytomakesomethinghappen/enterprise• abilitytoworkoutpracticalitiesandseethemthroughtocompletion.• creativity• abilitytounderstandhumaninteractionthroughartisticwork.• applicationoftheories/ideastopractice• preparationandplanning• problemsolving• practicalskillsandtechniques

Benefitsfromateachingperspective:Post-performancediscussionsallowthetutortoaskquestionsaboutthestudent’sintentionsandgaininsightintotheirwork.Unlikethemajorityofcreativepracticeassignments,inacollaborativemodulethereisonlyonepieceoftheatrecreated,meaningthatthetutorcanfocustheirtimeandhaveaclearersenseoftheprocess.Disadvantagesfromateachingperspective:Itishardforthetutortogetatruesenseofhowthecollaborationhasgone,astheworkingrelationshipbetween20orsostudentsmaybemorenuancedthanthesuccessorfailureofthefinalpiecemightsuggest.Again,theyhavetoassessthefinalpiece,whichisturningasubjectiveopinionintosomethingquantifiable.However,moreemphasisisputontheprocessinthismodule,whichalleviatessomeofthispressure.

74

Positiveaspectsfromastudent’sperspective:Studentscanchoosearolewithinthe‘company’thatisnotperformancerelated(e.g.marketing,costumedesign,producer),meaningthatalternativeskillscanbeaccreditedjustasmuchasperformanceability.Groupworkcantakeawayexampressure,especiallyinthistypeofassessmentwherethereareoftenaround20studentsworkingononeproject.Negativeaspectsfromastudent’sperspective:Whilethesuccessofthefinalperformance(whichisagainrathersubjectiveaconcept)isnotasheavilyweightedasitisincreativepracticeassessments,itstillmeansthatalotofthestudents’gradewillrideonsomethingthatispartiallyoutoftheircontrol.Groupworkcanbedifficult,whilethisdoesteachvaluableskillstothestudents,itcanstillbefrustratingifothersinthegrouparenotcommittedandthepiecesuffersasaresult.Thegroupsizeisratherlarge,whilethisallowsthegrouptocreatealarge-scalepieceoftheatreandhelpstheschoolmanagethestudentsmoreeasily,itcanmeanthatanindividualmightfeeltheylackcontroloverthewholeproject.Students’opinionsonthischoiceofassessmenttechnique:Itisgoodtohaveanassessmentwhichfocusessomuchonpractice.Furthermorethisassessment,moresothancreativepracticepracticalassignments,takesintoaccounttheprocess.whichIthinkisreallyimportantforcreativesubjects.Thestructureoftheassessment,workinginateamofover15individuals,whilefrustratingattimesmeansthatthemodulesimulatesprofessionaltheatreworkingmethodsandequipsitsgraduateswiththeskillsandexperiencetoworkwithinaprofessionalenvironment.

75

PracticalAssessment(CreativePractice)InPerformanceandCulturalIndustries,everystudentwillhaveatleastonecreativepracticeModuleperprogrammeyear.Inthissenseitismoresynopticaseachmodulebuildsonanypreviousmodules.Studentscanchoosewhethertheywouldlikeamoreeclecticmixofpractice.Description:Theseassessmentstaketheformofaperformancedevisedbyagroupofstudents(althoughthereisopportunityatlevelthreetodothisindependently).Whereisthisassessmentmethodcurrentlyused?SchoolofPerformanceandCulturalIndustries,UniversityofLeeds.Whatdoesitassess?

• howastudentcanworkoutpracticalitiesandseethemthroughtocompletion• thestudent’sabilitytocollaborate• creativity• theabilitytounderstandhumaninteractionthroughartisticwork• theapplicationoftheories/ideastopractice• iIndependentcompositionaljudgement• practicalskillsandtechniques• theabilitytobeareflectivepractitioner

Benefitsfromateachingperspective:Oftenthereisapost-performancediscussionwhichgivesthetutoropportunitytoaskquestionsandgaininsightintostudents’intentionswiththework.Thetutorcanassesshowwellthetaughtmaterialhasbeentranslatedintopractice.Some(butnotall)ofthesetypesofassessmentstakeintoaccounttheprocessaswellasthefinalperformance,meaningstudentswhosetutorsfeltworkedwellintheprocess,butdidn’tnecessarilyperformtheirbestonthefinalperformance,canstillberewarded.Disadvantagesfromateachingperspective:Thetutorhastoassesstheaestheticqualityofthestudent’sart.Theproblemwiththisisthatartissubjectiveandtheirmarkwillonlybeanopinion.Someoftheseassessmentshingecompletelyonthefinalperformance,meaningevenifastudentworkedwellthroughouttheprocess,theirgradecouldsufferiftheydonotdeliverinthefinalperformance.Creativityisdifficulttoquantifynumerically–butthisiswhattutorswillhavetodointhisinstance.

76

Positiveaspectsfromastudent’sperspective:Canarticulateunderstandingthroughperformance(whilethismightbeanegativeaspectforsomestudentswhosestrengthsarenotinperformance,onecanassumethisisaminorityonaperformanceBA).Mostlydoneingroups,whichcantakethepressureawayfromtheindividual.Negativeaspectsfromastudent’sperspective:Studentscanbelefttofeelasifthetutordidnot‘get’theirpiece.Again,thislinkstotheideathatartiscompletelysubjective.Wheneverythinghingesonthefinalperformanceitcancreatealotofpressure,especiallywhenfactorsareoutoftheindividual’scontrol.Groupwork,whilepositiveinsomesenses,canleadtofrustrationsifunequalamountsofeffortandcommitmentareputinbyindividualsinthegroup.Howeveritisnotjustagroupmarkandtheindividualdoesgetaccreditedfortheirowncontribution.Students’opinionsonthischoiceofassessmenttechnique:Itisimportantthatthesetypesofassessmentsexist–theyarecrucialforstudentsdoingmorepracticaldegreesasthereisnowaytheseskillscouldbeassessedeffectivelythroughwrittenwork.However,thereareafewproblems,themostfundamentalbeingthatatutor’smarkisjustonesubjectiveviewonthestudents’pieceand,whilemoderationcaneliminatesomeofthis,youoftenasastudentseeworkwhichgetsalowmarkbuttoyouisdeservingofmore.Thisiswherethemarksforprocessareappreciatedasthisisamoreobjectivethingtoassess(e.g.commitment,research,etc.).

77

PracticalEssayThisisamoresynopticassessmentmethodasitcomesattheendofthedegreeprogrammeandisweightedat40credits.Furthermore,itisthefinalamalgamationofcriticalandpracticalskillslearntoverthecourseoftheprogramme.Description:Afinal-yearassessmentmethodthattakesmoreofapractice-basedapproachtotheindependentresearchproject.Studentspickatopicanddeviseaquestiontoexplorethroughpractice-basedresearch,culminatinginafinalassessedperformance.Whereisthisassessmentmethodcurrentlyused?DramaDepartment,UniversityofExeterBAEnglishLiteratureandTheatre,UniversityofLeedsWhatdoesitassess?

• culturalawarenessandabilitytointerpretatextorasituation.• whetheronecanquestionsocialconditioning,• criticalthinking• abilitytodemonstratepoliticalawarenessandshowthisunderstandingthrough

artisticwork• creativity• abilitytomakesomethinghappen• independenceandtheabilitytobeaself-starter

Benefitsfromateachingperspective:Tutorscanworkcloselywiththestudentthroughoutthewholemodule,meaningtheydon’tjustseethefinaloutcomebutcanappreciatetheprocessaswell.Getasenseofstudents’individualresearchinterestsandguidethemratherthanlecturing.Disadvantagesfromateachingperspective:Highpressuresonthedepartment’spracticalresources,especiallywhenassignmentsaredoneindividually.Positiveaspectsfromastudent’sperspective:Canexploreanareaofresearchthatisofpersonalinterest.Cancreateapieceofworkthatcangoonaprofessionalportfolio.Studentsgettoundergopractice-basedresearch,whichseemslikeamorerelevantwaytoresearchonapracticaldegreecourse.Negativeaspectsfromastudent’sperspective:Theperformanceitselfisheavilyweightedinthemarking.Thisputsalotofpressureonstudentstodeliveronthefinalshowdate.Somestudent’sresearchinterestsmightbebetterexploredandpresentedinwrittenform.

78

Students’opinionsonthischoiceofassessmenttechnique:Itisgoodtoseepractice-ledresearchbeingusedatanundergraduatelevel,itisanimportantpartoftheatreandperformanceresearchassomethingsarebetterunderstoodbydoing.Ithinkthepressurewouldbehighandthismightbedifficulttodealwith,howeveroverallIthinkitmakesforarewardingexperience.

79

PresentationInthiscasemodulespecificbutcanbesynoptic.Description:Aspeechortalkinwhichinformationisconveyedto(an)otherindividual(s),oftenusingvisualaids,suchasaPowerPointpresentation.Whereisthisassessmentmethodcurrentlyused?SchoolsofChemistry,BiologyandEducation,UniversityofLeeds.Whatdoesitassess?

• knowledgeandunderstandingofaparticularsubject• verbalcommunication• confidence• abilitytodoindependentwork• researchskills• criticalandlateralthinking• appreciationofdifferentpointsofview• persuasiveskills(dependingonthenatureofthepresentation)

Benefitsfromateachingperspective:Interestingtoparticipatein.Thereoftenanopportunitytoaskquestionstogetinmorein-depthideaoftheknowledgeandunderstandingthestudenthas.Hasthepotentialforteacherstoassessmanyskills.Disadvantagesfromateachingperspective:Potentiallytimeconsuming.Timetakenforthemtochoosenatureofpresentation.Positiveaspectsfromastudent’sperspective:Presentationalskillsareusuallyessentialforgoingintoachemistryprofessionandsogivesgoodexperience.Getthechancetoconveypointsacrosstoacademics,moreimpactfulthanwriting.Enjoyable.Opportunitytoconveypointsofviewandunderstanding.Negativeaspectsfromastudent’sperspective:Perhapsalotofpressureonthosewhoareshyhoweverafterafewpresentationsthisshouldimprove.Canbestressfulaspressuretoperform.Students’opinionsonthischoiceofassessmenttechnique:Givesyougreatexperienceforindustrywork.Ensuresthorough,in-depthknowledgeandunderstandingofatopicduetotheopportunityfortheprofessortoaskanyquestions.

80

Perhapsneedstobeintroducedmore,especiallyinChemistry,asmostwillgettothirdyearhavingnotdoneasingleindividualorgrouppresentation,andconsideringthepresentationisworth15%ofa35-creditmoduleweneedmoreexperience.

81

Problem-BasedLearningCanbeeithermodulespecificorsynopticasawidevarietyofskillsaretestedusingknowledgedrawnfromdifferentareas.Description:Problem-basedlearning(PBL)involvesagroupofstudentslearningcollaborativelytosolveaparticularproblem.Undertheguidanceofanacademicmemberofstaffactingasafacilitator,studentsworkthroughthefivestagesofPBL:

1. Introduction:studentsareintroducedtotheproblem.2. Inquiry:Thefacilitatorguidesstudentstousetheirexistingknowledgetodevelop

hypotheses.3. Self-directedstudy:eachstudentresearchesaparticularhypothesis.4. Revisitingthehypothesis:studentssharetheirworkwiththegroupandevaluatethe

resourcesused,thenattempttosolvetheproblem.5. Self-evaluation:studentsevaluatetheirowneffortsandtheeffortsofothergroup

members.Studentsareassessedontheirwrittenwork,groupcontribution,selfandpeerassessments,andfeedbackfromthefacilitator.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,EmoryUniversity,Atlanta,Georgia.Whatdoesitassess?

• researchandproblemsolvingskills• abilitytothinkcriticallyandreflectively,bothinagroupandindividually• organisationalandself-motivationalability• writtencommunicationskills• oralcommunicationskills• subjectknowledgeandunderstanding

Benefitsfromateachingperspective:PBLassessesstudentsonawidevarietyofessentialgraduateskills,whilstenhancingtheirsubjectknowledgeandunderstandingbyputtingthisinformationincontext.Students’independentlearningisguidedbyanacademicmemberofstaffsoitismaintainedatanappropriatelevel,andtheirstrengthsandweaknesses,asindividualsandasagroup,canbeidentifiedandteachingadjustedaccordingly.Disadvantagesfromateachingperspective:Despiteguidancefromthefacilitator,studentlearningishighlydependentontheresearcheffortsandabilitiesoftheirpeers,whichcouldbeproblematicifallmembersofagrouparenotworkingatthesamelevel.SupervisingPBLsessionsistimeconsumingandrequiresahighvolumeofstaff.

82

Positiveaspectsfromastudent’sperspective:Studentsgettheopportunitytoputtheirknowledgeintocontext,seeinghowitcanbeusedtosolverealproblems.Self-directedresearchcanbechallenging,butunderstandingtheendgoalwillmotivatestudentstoworkindependentlyandtocontributetoagroupproject.Meanwhile,theypracticetheirorganisationalandcommunicationskills.Negativeaspectsfromastudent’sperspective:Studentsmaystruggleinitiallytofindadequateresources,andmayfeelpressuretoperformastheyknowtheirworkwillaffectothersintheirgroup.Theymayfeeldisadvantagedifsomebodyintheirgroupisnotpullingtheirweight.PBLrequiresahighlevelofself-disciplineandcanbeverytimeconsuming.Students’opinionsonthischoiceofassessmenttechnique:IthinkPBLcouldbeareallyinterestingmethodoflearning,becauseitwouldputsubjectknowledgeintocontext,whilstprovidinganopportunitytopracticelotsofkeyskills.Workingwithagroupcouldbesupportive,butitcouldfeelveryunfairifnotallmemberspulltheirweight,asbothgradesandlearningwouldbeaffected.Thereforetheroleofthesupervisorwouldbecrucial.

83

ProfessionalSimulationsThisisamodule-specificassessmentmethod.Description:Thisisthesimulationofascenarioastudentmightfindthemselvesinoncetheyleaveuniversity.Studentsmusttreatthescenarioasiftheywereinaprofessionalsituation.Thiscaninclude,butisnotlimitedto,pitches,businessplansandapplicationforms.Whereisthisassessmentmethodcurrentlyused?Theatre/DramaDepartment,UniversityofExeterTheatre/DramaDepartment,Queen’sUniversityBelfastWhatdoesitassess?

• abilitytobebothcreativeandpragmatic• abilitytocollaborateanddealwithconflict• abilitytobeenterprising/entrepreneurial• oralcommunication• writtencommunication

Benefitsfromateachingperspective:Tutorscanequippedstudentswithvocationalandentrepreneurialskillsaswellasacademic.Cangivefeedbackthatwillnotonlyhelpthemimproveasintellectuals,butalsoprofessionals.Disadvantagesfromateachingperspective:Assubjectivitydoesplayintothemarking,whiletheeffectivenessoftheproposalismoreobjective,thevalueoftheproposedideaitselfisasubjectivething.Itisalessacademicapproachtoassessment.Positiveaspectsfromastudent’sperspective:Studentsgainvaluableexperienceinpersuasionandthemarketingoftheirideas.Simulatesaprofessionalsituationwhichhasmassivebenefitswhenitcomestovocation.Negativeaspectsfromastudent’sperspective:Studentsdonotgettheopportunitytofollowupontheiridea,itispurelyhypothetical.Creatingapitch,businessplanorapplicationformasagroupcouldleadtoconflict–ultimatelyonekeyideaneedstobepickedoverothersuggestionsStudents’opinionsonthischoiceofassessmenttechnique:Forcoursesthatleadtomoreentrepreneurialcareerpaths,thisisavaluableassessmentmethod.Itgivesstudentstheopportunitytofailinalow-stakesenvironmentandlearn

84

valuablelessonsfromthefeedbacktheyreceive,meaningtheyarepreparedwhenthesimulationbecomesaprofessionalreality.

85

ProjectProposalInthiscasemodulespecificbutcanbesynoptic.Description:Inthiscase,intheformofanabstractandintroductiontoshowplansofthefinal-yearlaboratoryproject.Reviewed,gradedandpossiblyadaptedbysupervisor.Supervisorsgiveguidancethroughouttheworkdone.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• writtencommunication• researchskills• persuasiveskills• reportwritingskills• independentlearning• abilitytodevelopahypothesis• subjectunderstandingandknowledge• creativity• criticalthinking

Benefitsfromateachingperspective:Seeaninsightintohowdeepknowledgeandunderstandingis.Abletoassessmanydifferentskills.Notmuchteachingrequired,abriefgiven,thenasupervisorjusttheretoguidethework.Ashortread.Disadvantagesfromateachingperspective:Timetakentopreparetheprojectsummaries.Positiveaspectsfromastudent’sperspective:Topicusuallyischosenbythestudent,sointerestingtoreaduponandwriteabout.Flexibilityonwhereyouwouldliketotaketheresearch.Studenthasagoodopportunitytoshowtheirinterestinaparticulartopicandthiscanhelpcareerdevelopment.Noneedtomemoriselotsoffacts.Communicationthroughoutprojectwithsupervisorprovidesawaytoattainahighermark.Negativeaspectsfromastudent’sperspective:Timeconsuming.Thesupervisioncanbeinconsistent.Somesupervisorsarewillingtohelpstudentsalotmorethanothers,whichcouldmakeitfeelunfair.Someprojectsummariesmaybeeasiertotacklethenothers.

86

Students’opinionsonthischoiceofassessmenttechnique:Goodthatstudentsgettochoosetheirowntopic.Itwouldbeniceifitcouldbearrangedtospeaktostudentsinpreviousyearsabouthowtheyfoundcertainsupervisorsastheycanbeinconsistentwithhowmuchtheyassistyou.

87

PythonQuizInthiscasemodulespecific.Description: Usuallyinvolvesasetofquestionsundersilentconditionstotestknowledgeandunderstandingofthemostcommonprogramminglanguages.AidsITskills.Pythonexamscancontainmultiplechoicequestions.Whereisthisassessmentmethodcurrentlyused?SchoolofBiology,UniversityofExeter.Whatdoesitassess?

• knowledgeandunderstandingofausefulprogramminglanguage• abilitytoreproduceinformationgiveninlecturesandbeabletoapplythe

knowledgeinunseensituations• abilitytouselogictosolveproblems,seenandunseen

Benefitsfromateachingperspective:Relativelyquicktomarkquestionsandgivefeedbacktostudents,usuallymarkedoncomputer.Examsmarkedfairlyandconsistently.Teacherscantellthelevelofunderstandingofacertaintopicfairlyeasilythisway.Disadvantagesfromateachingperspective:Timetakentoproducethequestionsfortheexam.Positiveaspectsfromastudent’sperspective:Eachstudentismarkedaccordingtoaschemeandsoallaremarkedfairlyandconsistently.Noplagiarismandlittlecheatingoccuring.Examquestionscreateacompetitiveenvironmentbetweenstudentswhichmaycausethemtoperformbetter.Studentscanhelpeachotherlearnandunderstanduptotheexamitself,whichhelpsbuildgoodrelationships.Ifstudentsperformwellinexams,thiscanbeabigconfidenceboost.Ensuresstudenthasmaximumlearning.Pressureofexamscanpushastudenttoexcel.Negativeaspectsfromastudent’sperspective:Verystressful,reliesonafewhours’excellentperformance,whichcanputpressureonstudentscausingthemtounderperformeveniftheyhavethecapabilitytoachieveahighgrade.Thepressureoftheexamalsomaycauseemotionalturmoilintheindividual,havinganeffectontheirmentalhealth.Sometimesnotallsubjectsfromlecturesarecovered,andsotherecanbeasenseofunfairness,forexampleitis‘luck’whatcomesupontheexamascertainstudentsprefercertaintopicsandothersmaypreferdifferentones.Studentsmaythinkthattheyarenotintelligentiftheycannotperformwellinexams,especiallyinasubjectwherethemarkisheavilydependentuponexamalone.

88

Students’opinionsonthischoiceofassessmenttechnique:Pythonexamsareaneffectivewaytogaugeastudentsknowledgeandunderstandingofthisparticulartopic.GoodlifeskilltoknowITterms.

89

ReferencingModulespecificinthiscase,butskillsthatareessentialacrosstheboard.Description:Thestudentreferencesvariousdifferenttypessuchasbooks,websitesjournalsandarticlestoshowthattheycanreferencecorrectly.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeeds.SchoolofBiologicalSciences,UniversityofSouthampton.Whatdoesitassess?

• abilitytoreferenceusinginaspecificreferencingstyle• attentiontodetail

Benefitsfromateachingperspective:Relativelyquicktomarkquestionsandgivefeedbacktostudents.Markedfairlyandconsistently.Disadvantagesfromateachingperspective:Timetakentomark,whichshouldbefairlyquickanyway.Requireshighattentiontodetail.Positiveaspectsfromastudent’sperspective:Eachstudentismarkedaccordingtoaschemeandsomarkedfairlyandconsistently.Noplagiarismandlittlecheatingoccuring.Referencingskillsusedthroughoutuniversityandpossiblybeyond.Negativeaspectsfromastudent’sperspective:Timeconsumingandcanbeboring.Students’opinionsonthischoiceofassessmenttechnique:Boringbutessentialwork.

90

ReflectiveLog/ContentSummaryCurrentlymodulespecific,butcouldbeusedasasynopticmethodofassessment,forexamplepresentingsummariesoflecturenotesoversemesteroryear-longperiods.Description:Presentationofsummariesoflecturenotes,withcommentsinformedbyfurtherreadingandreflectionWhereisthisassessmentmethodcurrentlyused?SchoolofEducation,UniversityofLeedsWhatdoesitassess?

• understandingofandengagementwithtaughtmaterial• criticalthinking• selfawareness• researchskills• writtencommunicationskills• abilitytobeself-reflective

Benefitsfromateachingperspective:Teacherscanensurestudentsareengagingwiththetaughtmaterial,insteadofpassivelyacceptingwhattheyarebeingtold.Students’progressandunderstandingcanberegularlymonitored,andtheyareencouragedtoattendlecturessotheycankeepup.Disadvantagesfromateachingperspective:Studentsmaytendtoreproducelecturenotesratherthansummarisingandaddingtheirownresearch;thisisnotparticularlyhelpfultotheircriticalthinkingdevelopment.Positiveaspectsfromastudent’sperspective:Beingassessedonsummariesoflecturesnotesencouragesstudentstogetintothehabitofsummarisingthematerialtheyhavebeentaught,whichisusefulforrevisionpurposes,andensurestheinformationisreallyunderstood.Studentsvaluetheopportunitytogivetheirownopinionsandcommentsonthematerialtaught.Negativeaspectsfromastudent’sperspective:Summarisinglecturenotesmaynotbethemosteffectivelearningstyleforanindividual,sosomemayfeeltheyarewastingtheirtime.Studentsmaystruggletofindrelevantfurtherreadingatalevelappropriateforthematerialbeingtaught.

91

Students’opinionsonthischoiceofassessmenttechnique:Thisseemslikeagoodoptiontoensureunderstandingofthetaughtmaterialasitforcesyoutoengagewiththelecturenotes.However,youcouldeasilyspendtoomuchtimeresearchingappropriatefurtherreadings,forlittlecredit.Ithinkthisisagoodwaytoearnpartialcreditforamoduleandtoencourageattendancetolectures.

92

ResearchProposalThismethodismodulespecific.Description:Thisisassignmentwherethestudentwillcompletethefirststepsofresearchproject–creatingaquestionandanabstract,completingaliteraturereviewandoutliningmethods.Whereisthisassessmentmethodcurrentlyused?SchoolofEducation,UniversityofLeedsWhatdoesitassess?

• interdisciplinaryawareness• baseknowledgeofconceptsandissuesineducation• understandingofknowledge• criticalityabouteducationpolicyandpractice• awarenessabouttheirownlearningandthelearningofothers• abilitytoengagewithissuesandconstructarguments• abilitytoreferenceproperly• abilitytosearchforliteratureproperly• criticalengagementwiththeliterature• abilitytoarticulateideasorallyandinwritinginaconvincingway

Benefitsfromateachingperspective:Cangetasenseofhowwellstudentsunderstandacademicprocess,thiscanallowtutorstogiveguidanceandadvisebeforeaheavierweightedresearchassignmentsuchasafinal-yearprojectorcapstoneexperience.Thetutorcanalsogetasenseofthestudentsresearchinterests.Disadvantagesfromateachingperspective:Students’researchmightstretchbeyondthebreadthofthetutorsknowledge,makingtheaccuracyoftheworkmoredifficulttodetermine.Positiveaspectsfromastudent’sperspective:Studentshavetheopportunitytohoneacademicskillspriortoalargerassignmentsuchasanindependentresearchproject.Studentscanfindanareaofspecialismwhichintereststhem.Negativeaspectsfromastudent’sperspective:Onlygettoproposetheresearchasopposedtoactuallyconductingit.Mightstruggletodoaliteraturereviewifthetopicistooniche.(Editor’snote:Theproposalcouldbedevelopedintothestudent’sfinal-yearprojectinasubsequentyear).

93

Students’opinionsonthischoiceofassessmenttechnique:Ithinkitisagoodideatobeabletopracticetheseacademicskillsbeforelargerassignments.Ithinkformanystudentsthethird-yeardissertationcomesbytoosoonandmanyhaven’tdoneresearchassignmentpreviously.Thiswayyoufeelmoreequippedtodealwithresearchanditsstructure.

94

SelfAssessmentInthiscase,modulespecificbutcanbeboth.Description:Studentgradingtheirownpieceofwork,orreportingonhowwelltheythinktheyhaveperformed.Whereisthisassessmentmethodcurrentlyused?SchoolofBiology,UniversityofLeedsWhatdoesitassess?

• abilitytoreflectonanexperience• writtenorverbalcommunication• abilitytoacknowledgepersonalstrengthsandweaknessesandrecogniseown

limitations• abilitytolearnfromfailures

Benefitsfromateachingperspective:Seedevelopmentofindividualandreallygetaninsightintohoweffectivethemoduleisforlearning,growthanddevelopment.Itcanhighlightpotentialproblemswithinthemodulethatasaresultarefixedquicker.Disadvantagesfromateachingperspective:Takestimetodevotetoreadingstudent’sresponses.Noopportunitytoaskfurtherquestions.Positiveaspectsfromastudent’sperspective:Goodpracticetoreflectonyourownabilitiesandhowyoucanimprove.Helpsdevelopmentofindividualandmakesthemawareofwhattheyhavedonewellandwhattheymustdotoimprove.Helpfulforcareerdevelopment.Relativelysimpletasktoundertakewhichcanhavepositiveconsequences.Negativeaspectsfromastudent’sperspective:Itmaynotbeaccurateasyouarejudgingyourself.Students’opinionsonthischoiceofassessmenttechnique:Ausefulexercise.Encouragesstudentstothinkabouthowwelltheyperformedandcanhighlightareasofimprovement.

95

Self-ReflectiveEssayInthiscase,modulespecificbutcouldbesynoptic.Description:Apieceofwritingreviewingyourexperienceofsomething.SometopicsmayincludequestionssuchaswhatdidIlearnmost,howwouldIhavedoneitdifferentlyifIcoulddoitagain,howdidIfindworkinginagroup,etc.Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• abilitytoreflectonanexperience• writtencommunication• understandingandappreciationofothers’views• independentworking• originality• persuasiveskills

Benefitsfromateachingperspective:Interestingread.Seedevelopmentofindividualandreallygetaninsightintohoweffectivethemoduleisforlearning,growthanddevelopment.Itcanhighlightpotentialproblemswithinthemoduleandasaresulttheycanbefixedmorequickly.Disadvantagesfromateachingperspective:Takestimetodevotetoreadingstudents’responses.Noopportunitytoaskfurtherquestions.Positiveaspectsfromastudent’sperspective:Goodpracticetoreflectonyourownabilitiesandhowyoucanimprove.Helpsdevelopmentofindividual.Helpfulforcareerdevelopmentasinterviewersoftenaskforexperienceswhereyoulearntaparticularskill,oraskedaboutatimewhenyoufoundyourselfinadifficultpositionandhowyouovercameit.Goodtorecognisestrengthsandweaknessesinoneself,interviewersalsooftenaskaboutthat.Relativelysimpletasktoundertakewhichhasmanypositiveoutcomes.Negativeaspectsfromastudent’sperspective:Itcanbealittleboring!Inadditionifyoudon’twriteexperiencesdownasyougoalong,whentheendofthemodulecomesandyouhavetowriteaself-reflectionessay,itcanbedifficulttoremembereverythingthathappened.

96

Students’opinionsonthischoiceofassessmenttechnique:Ifoundittobegreatforpersonaldevelopment,veryusefulforapplyingforjobsinthefuture.Itmayseempointlesstostudentsatthetime,buttheysoondiscoverit’sanimportantexercisetogetintothehabitofdoing.

97

SiteInvestigationGenerallymodulespecific.Description:Asiteinvestigationinvolvesresearchingthegeotechnicalandenvironmentalconditionsofanareatodetermineitssuitabilityasasiteforanewbuildingproject.Inachemicalengineeringcontext,itisperformedonpotentialsitesfornewengineeringplants.Theresultsareorganisedinareport,ordisplayedvisuallyonanannotatedmap.Whereisthisassessmentmethodcurrentlyused?SchoolofEnvironmentalandChemicalEngineering,UniversityofNottinghamWhatdoesitassess?

• abilitytothinkcritically• creativity• abilitytosolveproblems• researchskills• writtencommunicationskills

Benefitsfromateachingperspective:Studentsareencouragedtothinkoutsidetheiracademicdiscipline,byconsideringhowtheirlearningwillbeapplicableinindustryaftergraduation.Studentslearntoworkindependently,andpracticedemonstratingtheirfindingsinaformatthatcanbeunderstoodbythoseoutsideoftheacademicworld.Disadvantagesfromateachingperspective:Whilstperformingresearchandwritingreportsareessentialacademicskills,producinganannotatedmapisnotacoreskill,soteachingtimemayhavetobededicatedtopreparingstudentsforthisassessment.Positiveaspectsfromastudent’sperspective:Studentsaregivenaninsightintothevarietyofrolesachemicalengineermayperformaftergraduationoutsidetheacademicenvironment.Theyhavetheopportunitytodevelopkeyresearchskills,andunderstandtheimportanceofclearcommunicationbetweendisciplines.Studentsmayfindcreatinganannotatedmaptobeamoreenjoyablemethodofassessmentcomparedtoanextendedessayorexamination.Negativeaspectsfromastudent’sperspective:Somestudentsmaystruggletoseetherelevanceofasiteinvestigationtotheirdegree,andmayfindtheproductionofanannotatedmapdifficultduetoalackoffamiliaritywiththeprocedure.

98

Students’opinionsonthischoiceofassessmenttechnique:Ithinkperformingasiteinvestigationwouldbeinterestingasitgivesstudentsachancetoexperiencetheroleofachemicalengineer–aroletheymaynothaveconsideredpreviously.Producinganannotatedmapcouldbedifficultifyouhavenothadsufficienttrainingintheexercise,asyouwouldhavetofindabalancebetweenincludingenoughinformationandmakingitvisuallyclear.

99

SourceAnalysisModulespecificbecausethesourceanalysedlikelycontainsinformationrelevanttoacertaintopic.Description:Astudentanalysesatext,oftenaprimarysource,toexplainhowandwhyitwaswritten.Theprocessofteninvolvessummarisingthecontentandcontext,recordingobservations,identifyingtheintendedmeaningsandposinganyquestionsthatremainafterreading.Whereisthisassessmentmethodcurrentlyused?SchoolofBiology,UniversityofLeedsWhatdoesitassess?

• understandingofsubjectmaterial• creativity• criticalthinking• researchskills• abilitytoengagewithissuesandconstructarguments• abilitytothinkreflectively• writtencommunicationskills

Benefitsfromateachingperspective:Studentsareencouragedtothinkcriticallyaboutthesourcethroughanalysisofitsdifferentcomponents,whichaidstheirunderstandingofthepieceasawhole.Teacherscansetapieceforanalysis,orgivestudentsanopportunitytodeveloptheirresearchskillsbyfindinganappropriatesource.Disadvantagesfromateachingperspective:Teachingstaffmayhavetoidentifysourcessuitableforstudentstoanalyse,whichcouldbetimeconsuming.Positiveaspectsfromastudent’sperspective:Breakingdownasourceintocomponentscanhelpstudentstounderstandbettermoreadvancedconcepts.Importantly,theygainexperienceincriticalthinking,whichisanessentialgraduateattribute.Negativeaspectsfromastudent’sperspective:Thefullanalysisprocesscanbetimeconsuming,andstudentsmayfailtoseethepointoftheexerciseifthepiecehasalreadybeenestablishedasareputablesourceofinformation.

100

Students’opinionsonthischoiceofassessmenttechnique:Sourceanalysiscouldbeinterestingifyouhaveaparticularinterestinthetopiccovered,butotherwisecouldbeboringasitcouldbeverytimeconsuming.Itisagoodwaytopractiseimportantcriticalthinkingskills.

101

StructuredChemicalExaminationsModulespecific,butcouldbesynopticasskillsratherthanknowledgearetested.Description:TheStructuredChemicalExaminations(SChemEs)methodisdesignedtoassessstudents’generic,practicalandlaboratory-basedskillsinthefinallaboratorysessionofamodule.Studentsspendfiveminutesateachoffivestations,eachofwhichisdesignedtoassessakeyskillarea:BasicTechniques,Numeracy,ApparatusAssemblyandHandling,InterpretiveExercise,andInformationManagement.Marksaregivenoutoffiveforperformanceateachstation,withanadditionalfivemarksawardedforpreparednessintermsofequipmentanddressstandardaccordingtoinstructionsprovidedbeforehand.Whereisthisassessmentmethodcurrentlyused?DepartmentofPharmacy,UniversityofHertfordshireWhatdoesitassess?

• understandingofchemicalterminologyandprocedures• safehandlingofchemicals• experimentalplanninganddesign• interpretationofexperimentaldata• numericalandcomputationalskills• informationretrieval• problemsolving• timemanagementandorganisation• oralcommunicationskills• creativethinking

Benefitsfromateachingperspective:Studentsarebetterequippedforgraduateroles,asmorefocusisplacedontheprocessesinvolvedinaswellastheendresultsofpracticalwork.Assessmentofstudentsisrelativelystraightforward,withmarksgivenoutoffiveforeachstation,andeachstationcanbecarefullymonitored.Disadvantagesfromateachingperspective:Studentsareonlygivenashortamountoftimetodemonstratetheirpracticalabilities,andmaystruggleunderthetimepressure.Theactivityateachstationmustbecarefullydesignedtoassessthespecifiedskillatanappropriatelevel,andmarkingguidelinesmustbecarefullyestablishedtoensureeachstudentisplacedcorrectlyonthe0-5scale.Positiveaspectsfromastudent’sperspective:Studentsdonothavetoworryaboutbeingcontinuouslyassessedthroughouttheirearlierlabsessionsinthemodule,socanfocusondevelopingtheirskillsandunderstandingof

102

procedures.Ultimately,thismeanstheyarebetterpreparedforgrauduateroles,wheretheendresultisoftennotknown.Also,studentsmayfeelmoreconfidentintheirabilitiesiftheyknowwhichparticularskillsarebeingassessedateachstation.Negativeaspectsfromastudent’sperspective:Itcanbeincrediblystressfulforstudentstoperformanunseentaskinfiveminutes,especiallyknowingtheyarebeingassessedontheirperformanceandhaveseveraltaskstoperform.Studentsmaystruggleunderthetimepressure,sotheirfinalgradeisnotanaccuraterepresentationoftheiractualskillset.Students’opinionsonthischoiceofassessmenttechnique:Ilikehowthisassessmentmethodfocusesonunderstandingofprocedures,problemsolvingandtimemanagement,astheseareimportantskillsforgraduatejobsbothinsideandoutsidethelaboratoryenvironment.However,theassessmentcouldbequiteastressfulexperiencegiventheveryshorttimerestraints,soIdon’tthinkitisfairforthistobetheonlymethodofassessingpracticalabilityinchemistry.

103

SupervisorReportModulespecific,butcouldbesynopticifthesupervisorworkswithaparticulargroupofstudentsforanextendedperiodoftime.Description:Thesupervisorforastudentworkingonaresearchprojectorplacementwillkeeparecordofthestudent’sperformance,typicallycoveringtheirpunctuality,attitudetowork,competencyand,ifapplicable,rolewithinthegroup.Thisinformationisusedtoassessthestudenteitherasadirectrecordorintheformofawrittenreport.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,DurhamUniversityWhatdoesitassess?

• knowledgeandunderstandingoftheirsubject• abilitytosolveproblemsbythinkingcreatively• abilitytoworkinagroup• abilitytocommunicateclearlywiththeirpeersandsupervisorinbothoraland

writtenformsBenefitsfromateachingperspective:Theknowledge,practicalcapabilitiesandeffortsofeachstudentarerecordedastheprojectistakingplacesotherecordsgiveanaccuratereflectionoftheirprogressovertime.Adetailedreportprovidesproofofastudent’sabilitytodemonstrateaparticularskill(Editor’snote:thereportwillbeusefulifwritingreferencesforthestudentinthefuture).Disadvantagesfromateachingperspective:Writinganaccurate,personalreportforeachstudentcanbetimeconsumingandrequiresanumberofstaffactingassupervisors.Asupervisor’sreportmaybebiaseddependingontheirlevelofinvolvementwiththestudentsandtheirwork.Positiveaspectsfromastudent’sperspective:Studentswillreceivecreditwithouthavingtoproduceapieceofcourseworkorsittinganexam,whichsavesbothtimeandstress.Asthereportiswrittenovertime,itcangiveamoreaccuraterepresentationoftheirskillsandabilities.Negativeaspectsfromastudent’sperspective:Studentsmayfeeltheyhavenothadanadequateopportunitytodemonstratealloftheirskillsorabilitiesduetoanyvariationincontacttimeeachstudentmayhavewiththeirsupervisor.Theymayalsofeelthattheirsupervisor’sreportcouldbenegativelybiased.

104

Students’opinionsonthischoiceofassessmenttechnique:Beingpartiallyassessedfromasupervisor’sreportwouldrelievesomepressureofhavingtowriteaperfectessayorscorehighlyinanexamasitwouldgiveanaccuraterepresentationofyourindividualworkingstyleovertime–but,asyoucanneverbesureofwhatyoursupervisorwillwrite,yourfinalgradeisoutofyourcontrol.

105

Take-HomeExaminationCanbeeithermodulespecificorsynopticasthestudentisnotrequiredtomemoriseinformationtaughtoverextendedperiodsoftime,onlytounderstandit.Description:Atake-homeexaminationhasasimilarquestionformattoatraditionalexamination.However,unlikeatraditionalexamstudentscantaketheexamwherevertheylike,andusinganyreferencematerialstheywish.Theonlyconstraintistime:usuallythequestionsarereleasedandtobecompletedwithina24-hourtimeperiod.Whereisthisassessmentmethodcurrentlyused?SchoolofPerformanceandCulturalIndustries,UniversityofLeedsSchoolofChemistryandChemicalEngineering,Queen’sUniversityBelfastWhatdoesitassess?

• subjectunderstanding• writtencommunicationskills• problemsolvingskills• criticalandcreativethinking• researchskills• timemanagement• organisationalskillsinpreparingfortheexam

Benefitsfromateachingperspective:Asstudentsarenotrequiredtomemoriseinformation,allquestionscancallforhigherlevelthinkingandencouragestudentstoworkontheirproblem-solvingskills.Logistically,theexaminationprocessissimpler:thereisnoneedtosetupanexaminationhallorhireinvigilators.Studentsarefreetomakeuseofreferencematerials,astheywouldintherealworld,butmustplanhowtodosointhetimelimitgiven.Disadvantagesfromateachingperspective:Givingthestudentsfreedomtocompleteanexamwherevertheywantandwithanyresourcesmeansitisnearlyimpossibletopreventplagiarismorcollusionbetweenstudents.Theexampapermaybemoredifficulttowrite:allquestionsmustbesufficientlychallengingforstudentswithaccesstoreferencematerials,sotherecannotbemarksavailableforsimpleknowledgerecall.Positiveaspectsfromastudent’sperspective:Studentsfeellesspressuredtomemorisefactssocanfocusonunderstandingthetaughtmaterial.Sittingtheexaminafamiliarenvironment,andtherelaxationofintensetimeconstraints,willmakestudentsfeelmorecomfortable–asaresulttheyarelikelyto

106

performbetterthantheywouldinatraditionalexam.Thisflexibilitycouldbeofparticularhelpduringbusyexaminationperiods.Negativeaspectsfromastudent’sperspective:Examinationscantakemuchlongertocomplete,andthiscanbeverydisruptiveifquestionsmustbecompletedinonesittingorinarelativelyshorttimeframe,suchas24hours.Studentsmustpreparerelevantreferencematerialsbeforetheexaminationsotheycanbeusedeffectivelywithinthesettimeperiod.Students’opinionsonthischoiceofassessmenttechnique:Iliketheideaofatake-homeexamasitseemstoalleviatethemajorstressesassociatedwithtraditionalexams:youcansittheexaminafamiliarlocation,withlessintensetimerestrictions,andyoudonothavetoworryaboutmemorisingeverythingyouhavelearnt.However,Ithinkitwouldbetemptingtofallintothetrapofspendingtoomuchtimeontheexamthanintended,tryingtogetaperfectscore.

107

Visual/IllustratedEssayThisisamodule-specificassessmentmethod,usedintheschool’sperformancedesignmodule.Onecouldsuggestthat,asthereisamoduleofthisnatureinbothsecondandthirdyear,itissomewhatsynoptic.Overall,itdoeshelpstudentswiththeirability.Description:Thisisreflectiveessaywhichreliesheavilyonananalysisofvisualaspects,theseaspectsusuallytakestheformofphotoswhichhavedocumentedthestudentspracticebutcanalsoincludevideo/audiomaterial.Thisisusedtoassesstheperformancedesignmodule.Whereisthisassessmentmethodcurrentlyused?SchoolofPerformanceandCulturalIndustries,UniversityofLeeds.Whatdoesitassess?

• creativityandunderstandingofhumaninteractionthroughartisticwork• criticalthinking• independenceandabilitytobeaself-starter• abilitytobeadeepthinker• abilitytocommunicatethoughtsorallyandinwrittenforms• abilitytobeareflectivepractitioners• abilitytoworkcriticallywithknowledge

Benefitsfromateachingperspective:Canhaveaclearpointofreferenceforthestudent’sanalysisoftheirownpractice,thismakesitmucheasiertomarktheirwork.Canallowtotutortohaveaclearideaofhowtheworkofthestudenthasprogressedoverthecourseofthemodule.Disadvantagesfromateachingperspective:Thisismarkedusingthemixed-modemarkingcriteria,whichisseparatefromthecriteriaforwrittenassignments,itmightbedifficulttodistinguishaneffectiveessayandaneffectivemixed-modeassignment.Positiveaspectsfromastudent’sperspective:Canmakeanalysiseasierandmorefocused,studentsdon’thavetowastewordsdescribingwhattheycreatedastheycanjustshowit.Givesthestudentopportunitytoexplaintheirprocess,eveniftheirfinalcreativeproductdidn’tdeliverinthepracticalassessment,thisessayallowsthemtogainmarksforexplainingtheirmethods.Negativeaspectsfromastudent’sperspective:Ifthestudentforgetstocapturetheprocessasit’songoing,theycanfindthemselvesleftwithlittlematerialwithwhichtowritetheessay.Sometimescertainprocessescannotbe

108

capturedeffectivelythroughvisual/audiomeansandstillhavetobedescribed,whichcanbefrustratingasitdefeatsthepurposeofavisualessay.Students’opinionsonthischoiceofassessmenttechnique:Itdoesmakeiteasiertoreflectondesignpracticewhenthereisanemphasisputontovisualmaterial.However,Idothinkthataportfoliomightbeabetterwaytoorganisevisualmaterialratherthanembeddingitwithinanessay,thenagainorganisingitthiswaydoesreduceworkloadwhichisanimportantconsideration.

109

VivaVoceSynopticregardingthestudent’sthesis.Description:Avivavoceisanoralexamination,generallyfocussedaroundastudent’sthesis.Thestudentisquestionedbytwoexaminers:aninternalexaminerwhoisamemberofacademicstaffattheuniversitybutnotthestudent’ssupervisor,andanexternalexaminerwhoisusuallyamemberofacademicstafffromadifferentuniversity.Achairpersonmayalsobepresent,oftenamemberofacademicstafffromthestudent’sschool,toensuretheexaminationisconductedinaccordancewithuniversityprocedures.Whereisthisassessmentmethodcurrentlyused?DepartmentofChemistry,King’sCollegeLondonWhatdoesitassess?

• knowledgeandunderstandingoftheirsubject• oralcommunicationskills• researchskills• problemsolvingability• engagementwithrelevantcurrentissues• abilitytothinkcritically• abilitytothinkreflectivelyabouttheirwork

Benefitsfromateachingperspective:Thisin-depthoralexaminationencouragesthestudenttothinkdeeplyabouttheirownworkanditsplacewithinresearcharoundtheirsubject.Thispreparesstudentsforgraduaterolesinwhichtheymustbeabletocommunicateideasandexplanationsclearly.Disadvantagesfromateachingperspective:Thepersonalnatureofeachstudent’svivarequireslotsofstaffpreparation,andcanbeverytimeconsumingduetovariationinlength.Gradingstudentsfairlycanbedifficultduetovariationintopicandexaminationstyleofindividualexaminers.Positiveaspectsfromastudent’sperspective:Studentshavetheopportunitytodiscussideasandconceptsofpersonalinterestwithacademicsinvolvedinthefield.Itisaperfectopportunitytopractiseoralcommunicationskillsandcreativethinkingwhenansweringquestions,whichareessentialforgraduateroles.Inpreparationfortheirvivastudentsresearchandrevisetheirtopicthoroughly;duringthisprocesstheyimprovetheirsubjectknowledgeandresearchskills.

110

Negativeaspectsfromastudent’sperspective:Beingquestionedbyexpertsonthevalidityandimpactoftheirownworkcanbeintimidatingforstudents.Asaresultofstress,theymaystruggletocommunicatetheirideasclearly,eveniftheyhavepreparedfortheexamination.Students’opinionsonthischoiceofassessmenttechnique:Ifindtheideaofavivaintimidating,butunderstanditisimportanttopractisecommunicationskills,andtoacknowledgetheweaknessesaswellasstrengthsofyourwork.Ithinkitwouldultimatelybebeneficialtodiscussyourworkwithexperts,astheywillhelpyoutoimprove.

111

WrittenCourseworkModulespecific.Description:Piecesofcoursework,suchasshortessaysorexam-styleproblems,aresubmittedatspecifiedintervalsthroughoutthemodule.Theworkisassessed,thenwrittenandoralfeedbackgiventostudentsinsmallgroupsduringanhour-longtutorialsession.Thistypeofassessmentoftencontributesasmallamounttoamodulepredominantlyassessedbyanexam(forexampleamodulemaybeassessedby90%unseenexamand10%coursework,consistingoftwotutorialsheets).Whereisthisassessmentmethodcurrentlyused?SchoolofChemistry,UniversityofLeedsWhatdoesitassess?

• knowledgeandunderstandingoftaughtmaterial• problemsolving• criticalthinking• researchskills• timemanagement• writtenandoralcommunicationskills• abilitytoengagewithissuesandconstructarguments

Benefitsfromateachingperspective:Submissionofcourseworkprovidesachanceforstudentstodemonstratetheirunderstandingofthetaughtmaterialandtheirprogresstobemonitored.Thisallowsforidentificationofcommonmistakesandareasofunderstandingamongststudentssothatfutureteachingcanbeimproved.Intutorialsessions,studentscangiveverbalfeedbackaboutthemodule/teaching.Smallgrouptutorialsmeanthatmarkingisdistributedbetweenmembersofstaff.Disadvantagesfromateachingperspective:Exam-stylequestionsmustbepreparedinadvanceoftheexaminationsforreleasetostudents.Organisationisrequiredbetweenmodulesrunningsimultaneouslytoavoiddeadlineclashes.Courseworkmustbemarkedandfeedbackgiventostudentsinatutorialsessionpromptlyformaximumbenefit.Studentsmaynotattendorganisedtutorialsessions,whichcanbefrustratingforthosedeliveringthesessions.Asthequestionsarenotansweredunderexaminationconditions,thereisahigherchanceofstudentscolluding.Positiveaspectsfromastudent’sperspective:Studentsgetanopportunitytoapproachexam-stylequestionsbeforetheexamination,whichcanhelpthemprepareforanexamastheywillbetterunderstandthetypeofanswer

112

required.Writtenfeedbackisgivenonsubmittedworkforfuturereference,anddiscussionsintutorialsprovideadifferentoutlookonconceptstogaindeeperunderstanding.Thesealsoprovideanidealopportunitytoaskquestions.Itisreassuringtohavemarksgoingtowardsafinalgradebeforesittingtheexaminationforthemodule.Negativeaspectsfromastudent’sperspective:Workmustbesubmittedbeforethedeadline,andifthismethodofassessmentisusedinlotsofmodulessimultaneously,itcouldfeellikelotsofworkthroughoutthesemester.Therecanbelotsofpressuretogetahighscorebecausethemarkcontributestotheoverallmodulegrade.Students’opinionsonthischoiceofassessmenttechnique:Iappreciatedtheopportunitytogainmarkstowardsmyoverallgradebeforetheexam,butknowingtherewascourseworktosubmitonaweeklybasis(acrossseveralmodules)feltlikealargeamountofwork.Tutorialquestionsaretypicallymorecomplexthanexamquestionsandtakemuchlongertocomplete,butfindingthesequestionsdifficultmademeworrythatIwouldfindtheexamdifficulttoo.

113

WrittenExamination(Unseen)Intheseexamplesmodulespecific,butcouldbesynoptic.Description:Usuallyinvolvesasetofquestionsundersilentconditionswithafixedtimeperiodtotestknowledgeandunderstandingofcertaintopics.Questionsvaryinlengthandstyle,forexample,shortermathematicalproblemstolongeressay-stylequestions.Whereisthisassessmentmethodcurrentlyused?SchoolsofChemistry,BiologyandEducation,UniversityofLeeds.Whatdoesitassess?

• knowledgeandunderstandingofcertaintopics• writtencommunication• abilitytoreproduceinformationgiveninlectures• abilitytoapplytheknowledgeinunseensituations• problemsolvingskills• abiitytouselogicandmathsskillstosolveproblems,seenandunseen• independence(inexampreparationandduringtheexamination)• possiblycriticalthinking

Benefitsfromateachingperspective:Oftenrelativelyquicktomarkquestionsandgivefeedbacktostudents.Examsmarkedfairlyandconsistentlywithamarkscheme.Academicstaffcantellthelevelofunderstandingofacertaintopicfairlyeasilythisway.Disadvantagesfromateachingperspective:Timetakentomarkexaminations,toproducethequestionsfortheexamandtoteachthestudentsspecificknowledge.(Editor’snote:Timetakentomarktheexaminations,oftenduringashorttimewindow.Onlygetaninsightintostudents’understandingafterteachinghasfinished.Examinationquestionsoftenneedtobewrittenbeforeteachingiscompleted.)Positiveaspectsfromastudent’sperspective:Eachstudentismarkedaccordingtoaschemeandsomarkedfairlyandconsistently.Noplagiarismandlittlecheatingoccuring.Itcreatesacompetitiveenvironmentbetweenstudents,whichmaycausethemtoperformbetter.Studentscanhelpeachotherlearnandunderstanduptotheexamitself,buildinggoodrelationships.Ifstudentsperformwellinexams,thiscanbeabigconfidenceboost.Ensuresstudenthasmaximumlearning.Pressureofexamscanpushastudenttoexcel.

114

Negativeaspectsfromastudent’sperspective:Verystressful,reliesonafewhours’excellentperformancewhichcanputpressureonstudentscausingthemtounderperformeveniftheyhavethecapabilitytoachieveahighgrade.Thepressureoftheexamalsomaycauseemotionalturmoilintheindividual,havinganeffectontheirmentalhealth.Sometimesnotallsubjectsfromlecturesarecoveredandstudentscanperceivethisasunfair.Forexample,perhapsonestudentknowsthoroughlyaboutmagnetismandnotsomuchaboutconductionandanotherstudentunderstandsconductionandnotmagnetism,andthenitis‘luck’whichofthetwocomesupontheexampaper.Takesnoaccountofstudents’preferredareasofstudywithinthedisciplinecurriculum.Studentsmaythinkthattheyarenotintelligentiftheycannotperformwellinexams,especiallyinasubjectwherethemarkisheavilydependentuponexamalone.Ifastudentperformsbadly,itmayhavealong-termeffectontheirfuture.Preparationextremelytimeconsuming–youcanalwaysdomorerevision.Focusesonmemorisation.Students’opinionsonthischoiceofassessmenttechnique:Examsareaneffectivewaytogaugeastudentsknowledgeandunderstandingofaparticulartopic.However,consideringthedisadvantagestostudents,examsarefartoocommon,andusedasalargechunkofassessment.Inchemistry,modulesaremostlyatleast80%exambased,someareeven100%writtenexamination.

Join the community: @leedsteaching

teachingexcellence.leeds.ac.uk

PATRICKSON | Mobilising the curriculum

Join the conversation:teachingexcellence.leeds.ac.uk@leedsteaching

A COMPENDIUM OF ASSESSMENT ... - University of Leeds · The authors wish to thank Leeds Institute...

Documents

Transcript of A COMPENDIUM OF ASSESSMENT ... - University of Leeds · The authors wish to thank Leeds Institute...