UCD Case 2: Continuous problem-solving assignments or end-of-semester prepared question exam Dr Evelyn Doyle & Prof Nicholas Clipson, School of Biology.

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Presentation transcript:

UCD Case 2: Continuous problem-solving assignments or end-of-semester prepared question exam Dr Evelyn Doyle & Prof Nicholas Clipson, School of Biology and Environmental Science. University College Dublin.

Assessment Choices A: Continuous assessment - 4 x problem solving exercises

Assessment Choices A: Continuous assessment - 4 x problem solving exercises B: End of semester exam - prepared essay

Stage 3 module -“Ecological and Environmental Microbiology ” Why we decided to use these assessments Increase student engagement Get them to appreciate the depth of the subject

The Assessment Choices A: Continuous assessment - 4 x problem solving exercises B: End of semester exam - prepared essay

All students did lectures and laboratory classes – Lab reports Group 1 4 x problem based learning assignments Given assignments on Weeks 4, 6, 7 and 9 Submitted on weeks 6, 8, 9 and 11 Increasing difficulty Different skills assessed Feedback How was it implemented?

Group 2 3 Essay titles Sessions on essay writing Indicated choice by week 4 Schedule Student workload expectation Assessment criteria How implemented

Student workload expectation Lectures/tutorials/feedback18 hours Practicals12 hours TOTAL30 hours Prepared essayProblem solving assignments Sourcing information15Assessing the problem10 Synthesis of information25Sourcing information15 Writing the essay24Data analysis and interpretation 20 Exam1Preparation of report20 TOTAL 70 hoursTOTAL70 hours

ASSESSMENT CRITERIA Prepared Examination (End of semester) Problem Solving (4 short continuous assignments) 123 Reference to Course Material (lectures..) 10Reference to Course Material (lectures..) 1555 Presentation Evidence of Additional Reading (Journals, books…) 20Evidence of Additional Reading (Journals, books…) 1510 Evidence of exploring concepts/data from different perspectives 10Evidence of exploring concepts/data from different perspectives 2010 Gathering, understanding of breadth and depth of reading in the topic. 15Calculate, analyse data15 Synthesise material to arrive at evidence-based argument 20Evaluate/interpret results15 Report in an appropriate manner 10 TOTAL :70

Students reaction “Eliminates stress associated with exams” “I find it easier to share workload over the semester” “Doing the PBLs allows me to focus on my other subjects at exam times” “I have a lot of continuous assessment this semester, so opting for the essay means I have less work to do during the semester” “It’s more casual so you are more willing to work” “Appreciated not to have a special accommodation for this module” “I want to work during the semester but often don’t know what I should be doing” “Would have liked sample assignments when making choice” “Link assignments more closely to lectures” “ Would have liked sample answers” “I struggle with calculations so prepared essay suits me better”

Staff reaction Very enjoyable – Increased engagement with students Increased engagement with learning outcomes – Assessment criteria More opportunity to provide feedback

Suggestions for change Be more organised! Organise lectures into 3 clear themes – More obvious link to assignments and essays Reduce number of assignments – Provide them earlier Incorporate more sessions and feedback for essay Both groups attend all sessions Look at skills assessed – Modify learning outcomes?