effecting sustainable change to assessment practice and experience in the biosciences; the escape...
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Effecting Sustainable Change to Assessment Practice and Experience in the Biosciences; The ESCAPE project
Dr Helen Barefoot University of HertfordshireProfessor Mark Russell King’s College London
Assessment challenges…
Assessment Challenges in Biosciences• Over-emphasis on assessment of
learning• Disengagement in study activity
outside of class• Difficulties in providing timely
feedback• Diverse and large student cohorts• Poor attendance / engagement at
lectures.• Poor student use of feedback
The ESCAPE project
The ESCAPE Process
Individual dialogue with
project manager and review of
current practice using
appreciative inquriy
Two day event module teams:
* sharing of challenges
* exploration of pedagogical values and
beliefs * consideration of principles of good practice
Assessment redesign with
support from the project team
Assessment implementation
with support from project
team
Evaluation of assessment
practice
Event for module teams.:
dissemination of experiences / sustainability
planning
Effectiveness vs. efficiency
Waste of time
Effectiveness
Effi
cien
cy (
or 1
/t)
Regular in-class, low stake tests (EVS) - Fang Lou
• Context: 100% coursework module, large student numbers
• Pedagogy: Low stake regular tests• Challenge: little opportunity to gain feedback on
understanding, poor attendance/engagement in lectures, difficulties in providing timely feedback
• Technology: Electronic Voting System (EVS)
Previous assessment schedule New assessment schedule
Laboratory report (20%) Laboratory report (20%)
Poster presentation (20%) Poster presentation (20%)
Formative progress test (0%) Formative progress test (0%)
Summative progress test 1 (Sem A) (25%) Summative progress test 1 (Sem A) (25%)
Summative progress test 2 (early Sem B) (10%)
10 EVS drop quizzes throughout module (10%)
Summative progress test 3 (Sem B) (25%) Summative progress test 3 (Sem B) (25%)
Original assessment pattern
Redesigned assessment pattern
Weekly Assessed Tutorial Sheets (WATS)
• Context: 50% coursework: 50% exam module, large student numbers
• Pedagogy: Regular out of class numeracy tasks• Challenge: Difficulties with numeracy and low
levels of study outside of classes• Technology: Data gatherer
WATS number Topic area Mean Score
4 Indices and scientific notation 87
9 Logarithms 82
3 Basic mathematical skills 81
7 SI units 76
2 BODMAS and basic arithmetic 75
5 Ratios and percentages 75
6 Concentrations 74
10 Dilutions 69
14 Half-life, percentages, dilutions, ratios 64
15 Easier fun calculations 63
13 Dilutions, physiology related calculations 48
11 Moles, pH, linear regression 47
8 Dilutions 46
12Half-life, Lambert-Beer law, physiology related calculations
46
• Context: 100% coursework module, large student numbers
• Pedagogy: Peer assessment• Challenge: Not enough self reflection, too much
moderation• Technology: Data gatherer
Briefing workshop
Laboratory experience
Writing of individual
report
Peer marking activity
Mark and give
feedback
Technology enhanced peer assessment – Fang Lou and Helen Barefoot
SA A NAND D SD0
1020304050607080 This peer assessment activity
was beneficial for my learning
SA A NAND D SD0
1020304050607080 As a consequence of the peer assessment I
feel better prepared for my next lab report
SA A NAND D SD0
102030405060708090 I benefited from marking
another persons work
SA A NAND D SD0
102030405060708090 I benefited from considering my own re-
port in relation to the piece of work I was marking
Num
ber o
f stu
dent
resp
onse
s
(Barefoot et al, 2011)
ESCAPE ThemesGood assessment for learning … …Engages students with assessment criteria…Supports personalised learning…Focuses on student development…Ensures feedback leads to improvement…Stimulates dialogue…Considers staff and student effort
SummaryBenefits arising from the assessment innovations include:• Improved interactivity within lectures• Improved student activity beyond the lecture• Prompt feedback• More opportunities for peer learning• Reduced marking load• Improved self-awareness of learning and self-
regulation
ESCAPE Resources• https://jiscdesignstudio.pb
works.com/w/page/ESCAPE-Project
• Blog http://escape-uh-jisc.blogspot.com/
References• Barefoot, H.C, Lou, F. & Russell, M.B. (2011) Peer Assessment: Educationally
Effective and Resource Efficient, Blended Learning in Practice, (5), pp 21-35
• Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition)
• Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing student learning in Higher Education. New York: Routledge.
• Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(8), pp 1-12
• Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.