ASSESSMENT TO IMPROVE SELF REGULATED LEARNING 5 th July 2006, 10 th CAA conference, Poppy Pickard Assessment to improve Self Regulated Learning

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Context  Level 1, Computing, Java programming module 5 th July 2006, 10 th CAA conference, Poppy Pickard  Assessment : 50% exam, 50% coursework  Well established, blended learning  Extended programming exercise  Coursework components:  Weekly programming exercises and reflective wiki diary  2 in class on-line tests: programming exercise + multiple choice quiz

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Catalyst for Change A concern that some students, disappeared after an in class coursework test.  Over 7 semesters on average 5 th July 2006, 10 th CAA conference, Poppy Pickard Student group:- does this affect it, many male and young, transition from FE to HE  7.5% dropped out after the first in class test  6% dropped out after the second in class test.

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Aspects of the old Approach Results delivered through WebCT 5 th July 2006, 10 th CAA conference, Poppy Pickard Students sees comment independent of the program Comments can go unheeded if not contextualised

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING  Multiple choice quiz solutions were made available during practicals. 5 th July 2006, 10 th CAA conference, Poppy Pickard The new Approach  Students were ed the solution and marking scheme, as soon as the whole cohort had taken the assessment.  Students had to apply the marking scheme to a printed copy of their program solution and bring it to the next practical session.  The tutor likewise came with a printed marked copy of each student’s program solution.

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Pedagogic basis for change The new style of giving feedback aimed to promote self regulated learning. (Nicol & Milligan)  It introduced the student to ‘a good solution’, both in terms of acceptable detail and layout as well as correct logical code. 5 th July 2006, 10 th CAA conference, Poppy Pickard  It enable the student to self assess against a pre-determined standard and reflect on the differences in their solution and the tutor’s.  It should enable the student to produce a working solution independent of direct tutor input.  It promoted tutor student dialogue.

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Student / Tutor dialogue The tutor and each student to exchanged marks and corrections for the program. Dialogue resulted when there were disparities between the student’s and tutor’s marked programs.  Novice programmers start to understand the reason for ‘attention to detail’ 5 th July 2006, 10 th CAA conference, Poppy Pickard  Previous engagement with the solution, meant the student was more able to engage in a dialogue with the tutor.  Where student error involved the logical structure, it was often necessary to involve gesture as well as dialogue as part of the mediating process.  About 2/3 of students gave themselves a lower mark than the tutor  Another 2/3 marked within 10% of the tutor’s mark (marked out of 20)

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Student Perceptions of Feedback Percentages indicate those agreeing. 5 th July 2006, 10 th CAA conference, Poppy Pickard QuestionTest 1Test 2 The mark reflected my programming ability92%88% Marking my own work helped me understand what was required 92%88% I was adequately prepared for the programming assessment 82%88% The tutor feedback was helpful100% I felt confident whilst taking the test90%80%

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING End of Module Summary 67 students enrolled on the module, 7 never attended, 2 changed course. 57 completed some assessment. 54 completed assessment 1, 49 scored >40%, 2 never seen again (3.6%) 43 completed assessment 2, 38 scored >40%, 2* never seen again (3.6%) At the time of writing 40 students have passed the module, it is expected this will increase after referrals * It is possible these students have changed to a different course Update 5 th July 2006, 10 th CAA conference, Poppy Pickard

ASSESSMENT TO IMPROVE SELF REGULATED LEARNING Conclusions  Were there benefits from this approach? 5 th July 2006, 10 th CAA conference, Poppy Pickard  This approach in part represented a move away from using technology.  Could something similar have been achieved using technology?