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Online assessment: the use of web based self-assessment materials to support self-directed learning...
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Transcript of Online assessment: the use of web based self-assessment materials to support self-directed learning...
Online assessment: the use of web based self-assessment materials to Online assessment: the use of web based self-assessment materials to support self-directed learning support self-directed learning
Mary Peat & Sue Franklin, School of Biological SciencesFaculty of Science
3. Mock examination3. Mock examination All students sit the exam as it is timetabled in lab time
45% of student marked the exam at the time of the survey and find this useful for revision and consolidating knowledgeNon-markers of exam indicate they have not yet had time to do it or have had difficulties accessing the online marking scheme
4. SAMs4. SAMs80% of students are using the SAMs
96% like being able to choose the level of difficulty
SAMs are reportedly used to help with assessing understanding of content; testing concepts; relating copncepts
Students report that the feedback they get is very useful in their learning
45% of student marked the exam at the time of the survey
The ProblemsThe Problems Large classes - 1700 first year biology students; lecture sizes of 500; lab classes of 60
Varied academic backgrounds - very heterogeneous; some with little interest in biology
Student approach to learning - used to spoon feeding; tendency to employ surface/rote learning
Teacher /student ratios changing - more students; fewer staff
Use and perceptions of usefulness Use and perceptions of usefulness of resourcesof resources
1. Weekly quiz1. Weekly quizAll students use the quiz as it is part of their continuous assessment (summative in nature)Best aspects of the quiz are the instant feedback; the multiple choice format and that they are quick to complete
2. Crossword puzzles2. Crossword puzzlesUp to 75% of students are using the puzzles at some stage in their learning/revision.
Reported use is to help with assessing understanding of content; with terminology and spelling; and revision of a particular topic/set of related topics
SAMs …..Level 2 - assesses application - some mcqs and drag and drop but mostly format for text input from students - answer not always on the screen
Level 3 - analysis - as for level 2 questions + building diagrams, flowcharts etc.
Level 4 - synthesis of information - many involve writing prose with the use of sample answers for student to score on a 0-5 scale bar
Ideas to overcome problemsIdeas to overcome problemsCreate small student-centred learning communities in large classes - set up peer groups in lab classes; offer collaborative learning experiences; use group projects
Offer flexible learning scenarios; encourage self-directed learning - open drop in centre (Resources Centre); with useful CAL; Virtual Learning Environment on the web
Offer self-assessment opportunities - weekly quizzes online; quizzes in CAL online; mock exam given in first semester; special self-assessment modules (SAMs)
Online assessment activitiesOnline assessment activitiesWeekly quiz - formative and summative functions; mcq style; multiple layers of feedback
Mock exam - opportunity to self-identify “at risk” status; paper-based delivery; web-based marking; extensive feedback
Crossword puzzles - fun activity
Self-assessment modules - SAMs - offer four levels of difficulty; 14 SAMs currently available
Relationship of use to performanceRelationship of use to performance
Poorer students use formative assessment resources more than other Poorer students use formative assessment resources more than other studentsstudents
Reasons for not using resourcesReasons for not using resourcesA particular resource is not used by 20% of students due to a lack of time; lack of knowing they
were available; online access difficulties; or lack of interest/motivation
For some students their learning strategies do not include using these types of resources
Is it worth producing these resources?Is it worth producing these resources?Student responses - our surveys show a clear validation with high Likert means; open-ended questions show strong support for the resources
Student use - they are using them on their own at home or on campus with others; they are using the resources as a learning tool as well as for self-assessment
The future?- we will continue to maintain resources and to provide more
Self-Assessment Modules - use of Bloom’s Self-Assessment Modules - use of Bloom’s TaxonomyTaxonomyLevel 1 - assesses content and knowledge - use of mcqs and drag and drop scenarios; the answer is always on the screen
This research was sponsored by a This research was sponsored by a NextEd/ASCILITE grant for 2002-2003NextEd/ASCILITE grant for 2002-2003
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Marking M-Cexam
SAMs Weekly quiz
Pe
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nta
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Failing students
Pass grade students
Excelling students