CHEP Annual Conference: Student Engagement 24th January 2013 Theme: - Student Engagement: a catalyst for transformative change Tim McLernon Title: Congruent.

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Presentation transcript:

CHEP Annual Conference: Student Engagement 24th January 2013 Theme: - Student Engagement: a catalyst for transformative change Tim McLernon Title: Congruent assessment and feedback that satisfies educators and students in higher education. AN HEA SUPPORTED PROJECT Faculty of Art Design & Built Environment School of the Built Environment, University of Ulster

Assessment shapes Learning…

AIM The aim of this study is…

The Study will explore… Underlying hypothesis… A thesis that… too much formal assessment and feedback. more informal assessment and feedback would enhance learning.

National Student Survey Students influencing policy?! Are the questions valid for the student discourse

Extraneous uses of assessment KIS WIS – League Tables » Choosing a University etc

University

OUTPUT From findings

FIVE KEY QUESTIONS: 1.What is assessment for? 2.How much? 3.What sort? 4.When? 5.What constitutes feedback?

METHODOLOGY 1 Literature Review –

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.

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

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.

YEAR GROUPS Blah! Blah! Blah!

Samples of assessment activities Explored Evaluated Exam papers Coursework & Briefs Assessment criteria Marking Schemes

EVALUATING EXAMINATIONS Exam Questions ask students to: - Discuss - Explain - Compare - Describe - Contrast - Evaluate 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 Student Answers consist of: - Bullet point answers - Facts only - Little discourse - Careless grammar - Careless punctuation

TUTORS More Blah! Blah! Blah!

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?

Task Area HardSoft Nonlife SystemLife SystemNonlife SystemLife System Pure Applied Astronomy Chemistry Geology Math Physics Ceramic Engineering Civil Engineering Computer Science Mechanical Engineering Botany Entomology Microbiology Physiology Zoology Agronomy Dairy Science Horticulture Agricultural Economics English History Philosophy Communications Accounting Finance Economics Law? Anthropology Political Science Psychology Sociology Educational Administration and Supervision Secondary and Continuing Education Special Education Vocational 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