4. Laboratory Assessment ~ 35% of module
marks
Laboratory assessment aims to assess
achievement of the practical-component
learning outcomes.
Changes have been introduced in laboratory
assessment practices in ITT in recent years.
4
5. Since the last programmatic review (in 2006) there is
no failed element in any of the laboratory subjects in
ITT’S Science Department.
Anecdotal belief that students are getting sufficient
marks to pass without achieving core learning
outcomes
5
6. How does laboratory assessment equate with
students achievements in other summative
assessments within the same module?
Is correlation with other forms of assessment
indicative that the laboratory assessment is
equitable?
6
7. Interpretation of Application of
Use of analytical
legal requirements calculations and
equipment
or guidelines statistics
Analysis,
interpretation and Critical evaluation of
Organisational skills
application of results
published resources
Meeting industry
Time management
needs
7
8. The practical component of laboratory exams
are designed to assess laboratory technique
and equipment usage skills.
Learning outcomes common to both theory
(final module exam) and laboratory exams
include organisational and time management
skills and data analysis skills.
8
9. To determine if current laboratory
assessment methods used for a range of
scientific modules in ITT Dublin are
1. Reliable indicators of a student’s ability to
meet the overall module learning outcomes.
2. Equitable for all learning styles
9
10. Students have diverse learning styles so
assessment methods should vary for an
equitable approach.
Summative assessment methods should not
disadvantage any group of students.
10
11. The practical element of a course can be
assessed a number of ways to determine the
same learning outcomes. All assessment
methods have benefits and limitations.
11
12. Suits students with good language and planning skills
Can disadvantage some learners, in particular
Students with Dyslexia
Students for whom English is a second language
Auditory learners
Students with organisational difficulties
Too much time spent writing reports at the expense
of getting to grips with the subject matter (Race, 2006)
12
13. 1. Originality?
◦ Anti-plagiarism software
2. High marks not necessarily reflective of
laboratory competence
◦ Revision of marking schemes
◦ Introduction of practical lab exams
◦ In-class questions & observation
13
14. Helping the students to think about the
quality of their own work (Rust, 2005)
Generation of internal feedback
14
15. Formal oral laboratory assessment
exams can disadvantage students with
poor auditory and language skills
Challenging for students who suffer
from anxiety
Preferred by auditory learners and
students who have poor written skills.
15
16. Questioning of students during laboratory
sessions can assess the preparation, depth of
learning and organisational skills.
difficult to assess through other methods?
16
17. ◦ Students with poor language skills can have
difficulties with providing articulate responses
◦ Students with auditory problems can have
comprehension difficulties.
◦ Questions during laboratory work can add
additional stress to students with poor
organisational skills such as those with specific
learning difficulties
17
18. A chance to assess students’ laboratory technique and data
analysis skills
Should suit sensing learners
Reflective learners can find practical skills assessment stressful
Dyslexic students and students with other learning difficulties
may not be given extra time/special consideration
18
26. Suggestion of a ‘better teaching’ effect?
More in-class time
Academically spent on laboratory
more capable preparation &
students? NO feedback? YES
26
28. Laboratory assessment and module
exams measure different learning
outcomes but there is crossover
Very high correlation not expected
Where there is very little correlation, it
does suggest a disconnect
Intuitive learners struggling with
practical skills?
Sensing learners struggling to relate
the theory to the practical?
Are global learners losing
out in the laboratory?
28
29. For ITT
Re-instatement of failed element where applicable to
ensure theory and practical learning outcomes are met
Use of this type of analysis in all laboratory-based
modules to highlight inconsistencies and measure the
effects of year-on-year assessment changes
General
Use the wealth of data available to highlight potential
areas for improvement of summative assessment practices
29
30. Measure how learning style affects summative
assessment outcomes for laboratory-based
modules
Monitoring effects of new laboratory
interventions on summative assessment
outcomes
30
31. Broaden the range of lab assessment
methods…..
VLEs; Mindmaps; Reflective journals; Posters,
Broaden use of questions in labs & oral
assessments
31
Should be titles moving laboratory work into the higher orders of the cognitive domain, in line with Blooms taxonomy of learning objectives
Written assessment methods favour students with good language and planning skills but can disadvantage some learners in particular anyone with specific learning difficulties such as dyslexia, those with English as a second language, auditory learners. Students with organisational difficulties can struggle when composing a written laboratory report. The originality of written reports can also be dubious and marks can be achieved which may not reflect a students competence or knowledge. Anti-plagerism software can minimise this possibility; however, students who spend excessive hours preparing written work can still achieve inordinately high marks relative to their competence.
Formal oral laboratory assessment exams can disadvantage students with poor auditory and language skills but is often preferred by auditory learners and students who have poor written skills. It can also be very challenging for students who suffer from anxiety.
Discuss difference between 2011 and other years: greater correlation – may be due to better teaching of the lab element in-classFavours reflective learners & good attenders?Low marks in lab exam for some 2010 students who did well in the module exam may reflect difficulties with the a stretching data interpretation question. A similar question was asked in 2011 lab exam but the theory was more comprehensively explained and discussed in-class.
A flexible range of laboratory assessments is a more inclusive approach. Some assessment methods for laboratory work not considered in this study include;The option of laboratory assessments through visual learning environments or multi media tools eg moodle quizzes facilitates visual learners and can be favoured by students with reading, writing and organisational difficulties. Other assessment options which cater for students with poor literacy skills and a global and visual learning style include the option of a mindmap as an alternative to a written laboratory report. Laboratory work is often performed in groups so some level of peer assessment which goes towards the overall practical mark is worthwhile if it can be conducted anonymously.A reflective journal completed throughout the semester can provide evidence of learning. It can again favour students with good written skills.A poster can be a very effective alternative to a laboratory report. The most inclusive assessment approach is to offer students multiple assessment methods throughout the module.
A flexible range of laboratory assessments is a more inclusive approach. Some assessment methods for laboratory work not considered in this study include;The option of laboratory assessments through visual learning environments or multi media tools eg moodle quizzes facilitates visual learners and can be favoured by students with reading, writing and organisational difficulties. Other assessment options which cater for students with poor literacy skills and a global and visual learning style include the option of a mindmap as an alternative to a written laboratory report. Laboratory work is often performed in groups so some level of peer assessment which goes towards the overall practical mark is worthwhile if it can be conducted anonymously.A reflective journal completed throughout the semester can provide evidence of learning. It can again favour students with good written skills.A poster can be a very effective alternative to a laboratory report. The most inclusive assessment approach is to offer students multiple assessment methods throughout the module.
