WebLearn to assess practicals
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WebLearn to assess practicals
- 1. The use of WebLearn to assess practicals PRESENTED BY: Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 2. Traditional method of assessing practicals • Traditionally, what is the method of assessing practicals? • Assessment scenario • How many students? • What can occur in the space at the same time? EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 3. Traditional method of assessing practicals What is provided for each student? • Monitor • Headphones Students can use the screen to access WebLearn and the Internet. EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 4. Traditional method of assessing practicals Two formats: • Datasheet • Practical write-up or report EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington Practical assessments are usually summative with formative feedback.
- 5. Traditional method of assessing practicals Instructions for a practical report EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 6. Traditional method of assessing practicals Immediate • Time Management • Analytical • Protocol • Results • Discussion Postponed • Research • Analysis • Presentation • Reflection Alternative submissions – what are we assessing? EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 7. Traditional method of assessing practicals • Marking practicals • Provide feedback • Clear explanations • Timely • Constructive • 20 mins per student EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 8. What is e-Assessment? • Using ICT for presenting assessments and recording responses EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington “The issue for e-assessment is not if it will happen, but rather, what, when and how it will happen.” (Ridgway, J. and McCusker, S., September 2007. e-Assessment Executive summary. Available: http://www.futurelab.org.uk/resources/publications-reports-articles/literature-reviews/Literature- Review204/. Last accessed 5 Jan 2009)
- 9. Why and how e-Assessment can be used? • Types of assessment • Interact with simulations and submit results • Submit web pages for peer evaluation • Using computers to create sounds for students to replicate then gauges similarities • Presentations via web or powerpoint • MCQ’s • Group collaboration EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 10. Motivation for using e- Assessment • Increasing student numbers • Increasing workload on staff • Students expect prompt, appropriate and effective feedback • Can identify points for student development • Cognitive conflict for students • Aligning teaching and assessment EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 11. Advantages of e-Assessment • Carefully constructed MCQ’s can test higher order skills according to Blooms taxonomy • Increase frequency of feedback • Immediate feedback to staff • Broaden range of knowledge assessed • Allows rehearsal and revision • Allows evaluation of a course’s strengths and weaknesses • Can be linked to other computer-based or on- line materialEDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 12. Disadvantages of e-Assessment • Question design • MCQ’s may only test factual knowledge • Can take some time to initially set up • Plagiarism • Equity and diversity • Issues of equivalence • Attracts greater scrutiny EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 13. How can e-Assessments be used to assess a practical? Examples of e-Assessment in practicals • Online assessment of practicals. https://dspace.lboro.ac.uk/dspace- jspui/handle/2134/1930. • E-Assessment: Has Scotland Got It Right? Available: http://www.e- assessmentgroup.net/scholar_newsletter.pdf EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 14. Pros and Cons of assessing students in practicals • Four practicals over semester • No time allowed for summative assessment of practicals, therefore all assessment had to be formative • Majority practical attendance was mandatory to pass module (3 of 4) Practical ideas for Clinical Biochemistry - Real life examples EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 15. Practical set up • 2 hours for practical • Students work in pairs to complete practical work • Completion of online quiz via Virtual Learning Environment in timeframe • Attendance monitored via successful completion of quiz • No practical write up required with module EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 16. The Quiz • 10-12 questions • Mix of MCQs, short answer and matching pairs • Automatically graded • 4-5 relating directly to results obtained in practical • Remaining questions relate to subject area of practical • Final question each week is for student feedback about practical/quiz EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 17. Practical advantages • No MarkingNo Marking • Student understanding of subject is enhanced by: • Instant feedback on each question • Lecturers/tutors were on hand at the time the students are answering the questions • Students had to read around the topic in class EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 18. Practical advantages • Peace and quiet; Most science practicals have some waiting time, during this time the students are working rather than talking. • The quizzes are time released so they can only be done during the time of the practical; Non completion = non attendance • No MarkingNo Marking EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 19. Practical Disadvantages • Writing the quiz can take time • 4 quizzes took roughly 1 week to complete and check, including questions and feedback • 100 students = 2000 minutes (33hrs) of marking (20 mins each) • Following years, very little time to update or change quizzes • Overall time of the practical “Time given was short, to both carryout the practical and answer the questions” (student submitted quiz at 17:32. They had until 18:00) EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 20. Practical e-Assessment considerations • Problems seen with questions relating to the practical • Not all practicals work • Questions based on practical results don’t always work • Can be rectified by the use of ‘expected results’ on time release towards end of the practical • Students should be discouraged from taking books into the lab. • Subject lectures must be scheduled before the quiz. EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 21. Comments taken from the student feedback question Clues given under some of the questions assisted with answering the questions! Was very fun and put us on the spot to learn things by looking for the answers yourselves. The quiz was well related to the practical was able to understand the practical well Was able to finish q. George was helpful, together with other supervisors. learned a lot. Thanks The quiz should be more specific to the practical, not something outside the practical I just guessed most of my answers during all these practicals and I will remember very little of what we did. Its been very worth while as I am able to put the knowlwde gained from lectures into practice. The new system is really hard to focus on! not enough time to complete the questions!!! EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 22. Comments taken from the student feedback question The questions on weblearn made me scratch my head These quiz helps the student to go back from lecture notes and think about it This is the most straight forward practical so far and also it was very educative It was a good self assessment It was well leistered and easy to follow i enjoy it Interesting quiz and the practical is quite straight forward By doing this quiz is helping us to do more research ENJIOYED IT The quiz was a bit just a little bit outside the practical. but the practical procedures were easy to follow. thanks If we have these information on the lecture notes, this would help us to understand the practical more. Thanks EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 23. Comments taken from the student feedback question HelpfulIt was lovely The questions 1 and did not incorporate the possibility that the results might have been different from the predicted ones The quiz makes you learn more about certain conditions which you won't normally look into. Excellent stuff Stressing because we had to do the practical and the quiz but good overall! The quiz is straight forward because most of the question is based on the practical The practical was informative and interesting This PRACTICAL and the QUIZ were very useful and interesting EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 24. Comments taken from the student feedback question Clues given under some of the questions assisted with answering the questions! Was very fun and put us on the spot to learn things by looking for the answers yourselves. The quiz was well related to the practical was able to understand the practical well Was able to finish q. George was helpful, together with other supervisors. learned a lot. Thanks The quiz should be more specific to the practical, not something outside the practical I just guessed most of my answers during all these practicals and I will remember very little of what we did. Its been very worth while as I am able to put the knowlwde gained from lectures into practice. The new system is really hard to focus on! not enough time to complete the questions!!! EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 25. Comments taken from the student feedback question The questions on weblearn made me scratch my head These quiz helps the student to go back from lecture notes and think about it This is the most straight forward practical so far and also it was very educative It was a good self assessment It was well leistered and easy to follow i enjoy it Interesting quiz and the practical is quite straight forward By doing this quiz is helping us to do more research ENJIOYED IT The quiz was a bit just a little bit outside the practical. but the practical procedures were easy to follow. thanks If we have these information on the lecture notes, this would help us to understand the practical more. Thanks EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
- 26. Comments taken from the student feedback question HelpfulIt was lovely The questions 1 and did not incorporate the possibility that the results might have been different from the predicted ones The quiz makes you learn more about certain conditions which you won't normally look into. Excellent stuff Stressing because we had to do the practical and the quiz but good overall! The quiz is straight forward because most of the question is based on the practical The practical was informative and interesting This PRACTICAL and the QUIZ were very useful and interesting EDP083N Managing the Assessment Process Presentation: The use of WebLearn to assess practicals Amanda Wilson-Kennard; Mei Yen Chan; Eileen Smith & George Worthington
Editor's Notes
- Using E-assessments for practicals in a laboratory: Providing automatic marks and instantaneous feedback.
- An explanation of biomedical/pharmaceutical science practicals at LondonMet Picture of superlab and explanation of its set up Takes up to 250 studentsThere may be >1 practical going on at the same time as well as project students working in the lab.
- Each bench can take 12 studentsThere is a computer monitor for each student. Each student has a set of headphones and will listen to instructions from the tutor. A demonstration may be given which will be viewed on the screen.
- Picture of a datasheetexplain it usually involves recording results and observations and making calculations Picture of requirements for a practical write-up, e.g. intro, methods, results conclusion/discussion. It is more descriptive than a datasheet.
- Students may be required to hand-in the datasheet or report at the end of the practical. Alternatively, they may be asked to hand in the assessment at a future date. Therefore two different types of assessment:Immediate hand-in and postponed hand-in Immediate hand-in – what are we assessing? time management skills basic analytical skills and understanding of the protocol recording of results in real time ability to deal with less than perfect results/work- discuss results with colleagues. State that some students are distraught at handing in a piece of work with crossings-out or stains on the paper but are less concerned about the content of their report. Postponed hand-in – what are we assessing? research skills – ability to source info and answer questions which require some investigation analysis skills – do more complex calculations data presentation skills ability to reflect on the practical – understand and interpret what they have done, make deductions, form an opinion, reach a conclusion demonstrate a deeper understanding of the material
- Marking practicals and providing feedback can be very time consuming – particularly if the student has done badly. E.g. explaining the following:` Trying to find out where their calculations have gone wrong; What is wrong with their graph Some questions require a descriptive answer which may not have been answered correctly Incorrect conclusions Incorrect suggestions for alternative methods Poor understanding of the practical Students may have to wait many weeks to get feedback – e.g. if there is a series of linked practicals with one final write-up.
- JISC defines e-Assessment as “The end-to-end electronic assessment processes where ICT is used for the presentation of assessment and the recording of responses. This includes the end-to-end assessment process from the perspective of learners, tutors, learning establishment Assessment activities can be offline assessment of online delivery ts, awarding bodies and regulators, and the general public.”
- From jiscinfonet.ac.uk Effective use of VLE’s: e-Assessment “Students may experience cognitive conflict because they are generally expected to word process essays and engage in online tasks but use pens in examination halls (Brown et al, 1997) such that we are training them in one system and testing them in another. Gipps (2003: 26) reasons that “If teaching and it’s associated resources become electronic, then assessmet too will need to take that route, to ensure alignment between the modes of teaching and assessment”
- From jiscinfonet.ac.uk Effective use of VLE’s: e-Assessment Opportunities for re-assessment and continuous formative assessment to encourage students’ self-esteem
- One of the perceived weaknesses of CAA is the fact that many MCQ tests are only able to assess factual knowledge. However, appropriately phrased questions make it possible to test other skills or abilities such as comprehension, application and analysis. Higher level skills such as synthesis and evaluation may be more appropriately assessed by more traditional forms of assessment. HEA http://www.ukcle.ac.uk/resources/ict/caa.html Plagiarism – how an assessment is set up to deter JISC Infonet, (2008). What do we need to consider. Available: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/e-assessment/assess-ads-disads. Last accessed 8 January 2009 Equity and diversity - when computers are involved in the assessment process, there are equity issues for different student groups relating to language status and gender and issues around computer anxiety and exam equivalence. Brosnan (1999: 48-49) suggests that: 'computer anxiety can lead to simplification of conceptual reasoning, heightened polarisation and extremity of judgement and pre-emption of attention, working memory and processing resources. Individuals high in computer anxiety will therefore under-perform in computer-based versions of assessment'. The issues of equivalence between different forms of assessment are highlighted by Clariana and Wallace (2002) who assert that you cannot necessarily expect that equivalent measures of student learning will be produced from computer-based and paper-based tests, even if you use the same questions. They assume that the 'test mode effect' will diminish when students become as familiar with the medium of the computer as they are with paper, for assessment, and that computer familiarity might be an issue for some groups of students. While problems with objective testing can occur whether the tests are offered on paper or online, it is the online testing that tends to attract greater scrutiny.