Over 30 delegates travelled to Horton Grange
to discuss various aspects of student assessment. After a introduction
and welcome by Professor Ian Hughes, Co-director of LTSN Bioscience there
were the following sessions
Prof Ian Hughes, Co- Director LTSN Bioscience University of Leeds.
Ian gave an overview of assessment addressing topics such as 'why assessment
is important', 'what is good assessment and why does it matter to students
and staff?' and 'what help is there available?'.
View
Ian's Assessment Overview presentation
Prof Ian Hughes, Co- Director LTSN Bioscience University of Leeds.
Following his assessment overview Ian then gave the delegates an opportunity
to evaluate the assessment on their own modules using the Assessment Audit
Tool. The tool was developed by Ian as part of his National Teaching Fellowship
and enables users to consider the assessment processes in their module
in order to identify areas where assessment could be improved.
View
the assessment audit presentation
Assessment
Audit Tool as: Word
file or pdf
Dr Stephen Barasi, School of Biosciences University of Cardiff
Stephen discussed various aspects of assessing students working in groups.
After introducing the advantages of group working Stephen went on to consider
the group process and its assessment. A level 1 Physiology module was
used to illustrate group work and assessment in practice and also as the
basis for a staff hours comparison between group work and a traditional
lecture approach.
View
Stephen's presentation
Prof Ian Hughes
Ian has extensive experience of using peer assessment. He shared his experience
with the delegates and described how peer assessment may, or may not,
be used for assessing verbal communications, poster presentations, information
retrieval and formatting, laboratory reports and long essays.
View
Ian's presentation
Ian has donated copies of the following
practical schedules and peer and self marking schemes:
Standard
text often included in each peer marked practical to explain the purpose
of peer assessment as: Word
file or pdf
Practical
schedule and peer assessment schedule during a practical for Year 1 pharmacology
students as: Word
file or pdf
Practical
schedule and self marking scheme used during a pharmacokinetics simulation
with Year 2 Medical Students as: Word
file or pdf
Paul Orsmond, Division of Biology Staffordshire University
Paul gave a thoughtful account of meaningful assessment; assessment for
learning not of learning. He described some 'good practice' for peer and
self (formative) assessment before turning to a case study based on an
histology poster. Here he compared tutor and student-generated marking
criteria and their different learning outcomes. Paul considered the issues
relating to formative feedback before closing with some take home thoughts.
Using
Formative Feedback to Enhance Student Learning: a role for peer and self
review/assessment overheads as: Word
file or pdf
Dr Jimmy Chubb, School of Biological Sciences University of Liverpool
Jimmy has over 10 years data relating to
the introduction of self assessment into a level 2 parasitology practical.
Jimmy describe how self assessment was introduced ino the module and the
benefits gained, namely a reduced marking load and deeper student learning.
Interestingly good students tended to underestimate their performance
whereas weak students overestimated their performance.
Self
Assessment of Practicals overheads: Word
file or pdf
Links to knowledgebase
records on the theme of poster presentation including the Teaching and
Learning Resource Pack mentioned by Ian Hughes:
Bio7410
Poster Presentation - an online course to to enable students to take control
of the design of their poster presentation
Bio7411
Using Posters in Case Studies: The Scientific Poster as a Teaching Tool
Case study of a group poster project
Bio7412
Teaching and Learning Resource Pack 04 Poster Presentations in Epidemiology
Bio7413
The Class Poster Conference as a Teaching Tool - a case study
