Download - Tim McLernon
![Page 1: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/1.jpg)
CHEP Annual Conference: Student Engagement
24th January 2013Theme: - Student Engagement: a catalyst for transformative change
Tim McLernonTitle: Congruent assessment and feedback that satisfies educators
and students in higher education.AN HEA SUPPORTED PROJECT
Faculty of Art Design & Built EnvironmentSchool of the Built Environment,
University of Ulster
![Page 2: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/2.jpg)
Assessment shapes Learning…
![Page 3: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/3.jpg)
AIM
• The aim of this study is…
![Page 4: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/4.jpg)
The Study will explore…
• Underlying hypothesis…
• A thesis that…
• too much formal assessment and feedback.
• more informal assessment and feedback would enhance learning.
![Page 5: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/5.jpg)
National Student Survey
• Students influencing policy?!
• Are the questions valid for the student discourse
![Page 6: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/6.jpg)
Extraneous uses of assessment
• KIS• WIS
–League Tables»Choosing a University• etc
![Page 7: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/7.jpg)
University
![Page 8: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/8.jpg)
OUTPUT
• From findings
![Page 9: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/9.jpg)
FIVE KEY QUESTIONS:
1. What is assessment for?2. How much?3. What sort?4. When?5. What constitutes
feedback?
![Page 10: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/10.jpg)
METHODOLOGY 1
• Literature Review –
![Page 11: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/11.jpg)
METHODOLOGY 1
• Literature Review – some initial findings.
• Two different discourses used by academics and students respectively
• Academics concerned with understanding feedback. Students not concerned with understanding feedback.
![Page 12: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/12.jpg)
METHODOLOGY 2
• Focus groups with students
• How they study• What study activities• Focus on assessment• What feedback• What they do with
feedback• What they recognise as
feedback• etc
![Page 13: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/13.jpg)
METHODOLOGY 3
• Semi-structured interviews with students
• How do you learn?• Do you learn from
assessment?• How do you prepare for
assesment?• How do you know what
to do?• Do you consider previous
feedback?• Etc.
![Page 14: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/14.jpg)
YEAR GROUPS
Blah! Blah! Blah!
![Page 15: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/15.jpg)
Samples of assessment activities
• Explored
• Evaluated
• Exam papers
• Coursework & Briefs
• Assessment criteria
• Marking Schemes
![Page 16: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/16.jpg)
EVALUATING EXAMINATIONS• Exam Questions ask
students to:• - Discuss• - Explain• - Compare• - Describe• - Contrast• - Evaluate
• Student Answers consist of:
• - Bullet point answers• - Facts only• - Little discourse• - Careless grammar• - Careless punctuation
![Page 17: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/17.jpg)
TUTORS
More Blah! Blah! Blah!
![Page 18: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/18.jpg)
DISCIPLINES• The organisation of
universities is based around disciplines.
• The main social framework of universities is discipline based.
• HOW MUCH attention do we pay to the pedagogy of discipline.
• Patterns of student activity span a continuum from the HEAVILY DIDACTIC (eg Law and Medicine) to PARTICIPATIVE (eg the Creative Arts)
• Do you agree?
![Page 19: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/19.jpg)
Task Area Hard SoftNonlife System Life System Nonlife System Life System
Pure
Applied
AstronomyChemistryGeologyMathPhysics
Ceramic EngineeringCivil EngineeringComputer ScienceMechanical Engineering
BotanyEntomologyMicrobiologyPhysiologyZoology
AgronomyDairy ScienceHorticultureAgricultural Economics
EnglishHistoryPhilosophyCommunications
Accounting FinanceEconomicsLaw?
AnthropologyPolitical SciencePsychologySociology
Educational Administration and SupervisionSecondary and Continuing EducationSpecial EducationVocational and Technical Education.
Clustering of Academic Task Areas in Three Dimensions(From Biglan 1973 – Law added by this author)
4 intellectual clusters: HP SP HA SA
![Page 20: Tim McLernon](https://reader035.vdocuments.net/reader035/viewer/2022062410/56816665550346895dd9f925/html5/thumbnails/20.jpg)