1. Case study of a novel assessment using a group wiki space.
Giulia Getti, Paul Dyer

2. Background Level 6 course Large cohort of students (80 to 130)
Optional for several programs, compulsory for Biomedical Science.
Significant number of last year entry
Bromley College
China
First course of the final year

3. Performance over the years 2007-8

4. Performance over the years 2008-9

5. Performance over the years 2009-10

6. Challenge based learning Inquiry based learning
Aim
Improve students engagement, experience and performance
Enhance employability skills.
Challenge based learning
Inquiry based learning
Group based Learning
Case Study
Peer-Peer Learning
Wikispaces

7. Wiki based group case study
Case studies are an interactive learning strategy, shifting the emphasis from teacher-centred to more student-centred activities.
(Grant, 1997)
Educational research has shown case studies to be useful pedagogical tools.
Students like group assessments and see benefits on them
(Bentley and Warwick, 2013)
Hadjerrouit, 2013

8. Wiki based group work. Critical review of an infectious disease.
CASE STUDY
Wiki based group work. Critical review of an infectious disease.
Part 1
On-line test
(10%)
Part 2
Progression
Part 3
Completion of Wiki
(80%)
Feedback
Week 8
Week 4
Week 11
Week 16

9. Marking scheme/Learning outcomes
Resolution of case study* % (individual)
Progression *** % (individual)
Presence at meetings* * % (individual)
Individual topic*** % (individual)
Presentation and structure of the wiki*** 10% (group)
Feedback to group members*** 10% (individual)
Conclusion and References*** % (group)
Finding up-to-date, reliable information on specific topics. Critical analysis. In depth of discussion.
Scientific writing skills. Concise, detailed, clear, based on supported facts (referenced).
Improved ability to work in a group.
Improved organizational skills.
IT skills

10. Pros/Cons Complex from of assessment.
Early and continuous engagement is required – less daunting for weaker students.
Shift of culture from obtaining high marks to learning (Early submission is rewarded with feedback NOT marks).
Learners take ownership of their work.
Detailed Feedback is received BEFORE final submission.
Learners with different abilities support each others and learn from each others.
Foster interaction between learners.
Novel skills are acquired (minutes taking, IT skills).
Peer feedback is received (and given).
Learners are invited to reflect on the assessment and experience.
Complex from of assessment.
Group work is often perceived by the students as an unfair form of assessment
20% of the marks are allocated for tasks that are not directly related with the course subject

11. Timeline Assessments: MCQs Additional Training Phase Test Wiki Essay
Assessments:
MCQs
Wiki
Phase Test
Essay
Additional Training
Enhanced marking scheme
Quiz

12. Performance over the years 2010-11

13. Performance over the years 2011-12

14. Performance over the years 2012-13

15. Performance over the years 2013-14

16. Performance over the years 2014-15

17. Performance over the years 2015-16

18. “I found this aspect of the course very different and challenging”
Feedback
“As such, I learnt how to communicate with others accordingly and provide constructive criticism”
“Overall I have learnt many skills such as; planning, managing my work and sharing ideas which I can further apply to my work in the future.”
“I found this aspect of the course very different and challenging”
“It was refreshing to be put into groups and left to work together and do the research ourselves”
“I learnt how as a team, workload can be divided to ease pressure and effectively increase productivity”

19. CASE STUDY examples http://casestudy1-groupc2013.wikispaces.com/
wikispaces.com/Case+Study+Introduction
(news feed)

20. Thanks

22. ALL YEARS