1. UCD Case 1: Group Poster or Group Presentations Dr Kathy O’Boyle, School of Biomolecular & Biomedical Science. Geraldine O’Neill, UCD T&L University College Dublin.

2. The Assessment Choices A: Group OralB: Group Poster Assessment contributed 20% of module grade PHAR30040, Stage 3 BSc

3. Why I decided to use these assessments verbal (formal) performance organisation - timing visual - creativity 1. UCD audit of assessment practice 2007-2008: Mapped degree major aims to curriculum Aligned assessment practice to aims little formal assessment of communication skills and creativity 2.Real world choice: 3.Students have different strengths oral poster Scientific communication visual - creativity writing skills organisation - pre-plan verbal (informal)

4. How implemented 11 groups, n  6 Match for: - programme - ability 2.Develop equitable, transparent assessment criteria 3.Assess groups 4.Collect student feedback Coach re group work Explain choice Class of 65, Stage 3 students 1.

5. Developing equity of assessment methods

6. Assessment criteria Outcome: no difference in students’ performance The choice: 10 oral presentations, 1 poster

7. Student comments OralPoster 10 groups 25/59 respondents 1 group 4/6 respondents Why? ‘We knew we could do well with this method’ ‘Wanted to try something different’ Glad you chose this method? 100% yes50% yes Positive experiences ‘I feel better prepared for next year’ ‘really benefited from working in a group’ ‘it was nice to have some choice’ ‘It was new, different’ ‘physical evidence of work’

8. Student feedback       n = 29

9. Student feedback: oral versus poster Difference of >1 Likert point poster: n = 4 oral: n = 25

10. Staff reaction(s) and suggestions for change Required considerable initial effort Concerned about equity validity of assessment Increased student engagement Encouraged ownership of learning Empowered students Gave students a chance to excel ProsCons Lessons:  Avoid unbalanced division  Better communication between staff!!