Forty-seven delegates attend this event,
hosted by three of the FDTL4 (Fund for the Development in Teaching and
Learning) projects: Formative Assessment in Science Teaching (FAST), Online
Assessment and Feedback (OLAAF) and Promoting Physics Learning And Teaching
Opportunities (PPLATO), and supported by the Subject Centres for Physical Sciences
and Bioscience.
The event focused
on three themes that map onto stages in the progression of science students
through Higher Education:
- Using technology for diagnostic / formative assessment
- Using technology to engage and develop science learners
- Using technology to assess higher order learning
Within each theme, the workshop explored ways in which technology can bring greater efficiency to assessment
and how it can enhance the effectiveness of teaching and learning.
Presentations from each of the three FDTL projects described how their
projects and others can provide peer support for the individual practitioner.
The day's programme was enhanced by six case study presentations on assessment problems, aimed
at illustrating technological solutions that are both practical and pedagogically
sound. These presentations were by delegates, who had accepted the open
invitation to give a brief input (10 minutes) on an aspect of their work
relating to one of the three themes, highlighting:
- The pedagogic issue or problem they faced
- Their solution to this issue or problem
- What gave them confidence in the effectiveness of their solution.
Programme for the day:
Presentations are available to download as pdf files, if supplied by the presenter.
At the start of the day,
the group carried out a SWOT (Strengths, Weaknesses, Opportunities &
Threats) analysis to explore whether technology can bring greater efficiency
to assessment and whether it can it enhance the effectiveness of teaching
and learning.
Groups identified technologically based methods used in assessing students:
- Preceding and during entry into a programme (e.g. diagnostic uses)
- During the mainstream teaching and learning activities of the programme
(e.g. primarily formative, for engagement)
- With summative intent
View
summary of points raised
Dick Rayne, OLAAF
Presentation from FDTL4
project.
Dick is a biochemist/cell biologist and has been using computer-based approaches in his teaching of these
subjects for a number of years. He has interests in computer-based assessment (CBA)
and is currently Director of the OLAAF
project. Dick is keen to further develop his interest in formative CBA.
View
Dick's "Developing and disseminating generic guidelines for construction
of a Computer- Based Assessment with Feedback" slides
Dick Bacon, University
of Surrey
"Sharing
of good practice" presentation
Sandra Pattinson,
Harper Adams University College
"Sharing
of good practice" presentation
Sandra has been
using Questionmark Perception for summative assessment for three years,
and for formative assessment for one year. She has recently completed
a PgC in Teaching and Learning with Technology, examining the use of CAA
for formative and summative assessment.
View
Sandra's "Assisting students through computer-assisted assessment"
slides
Mike Tinker, PPLATO
Presentation from FDTL4 project
Mike is the Project Director
for PPLATO, PPLATO is developing resources for the teaching of physics
and mathematics at university foundation and first year levels. The project
aims are to improve the teaching of mathematics for physics students and
to widen participation in undergraduate physics. Major pedagogic issues
being addressed are the effective presentation of text on screen and the
use of CAA.
View
Mike's "Online teaching support in physics and mathematics"
slides
Luke Lyons, University
of Reading
"Sharing of good practice" presentation
Luke is a second year PhD student
at the University of Reading working in the area of developing new teaching
methods in physics. This project is sponsored by PPLATO and is
a first for Reading, in the area of physics education research.
The major issues of the project are the development of a computer
assessment instrument with random variable questions, all generated at
runtime. The question designs are based on physics education research
at Reading and other Higher Education Institution’s.
View
Luke's "New teaching methods in physics" slides
Martin Greenhow
and Mundeep Gill, Brunel University
"Sharing of good practice" presentation
Roy Lowry, University
of Plymouth
"Sharing
of good practice" presentation
Roy has a particular interest
in using CAA to allow students to formatively test their understanding
in a safe environment and in providing feedback that will correct misconceptions.
He currently uses the Perception package from Question Mark computing
for this. He has been active in this area for the last six years, previously
using the ELEN (Extended Learning Environment) system developed as part of a TLTP2 (Teaching & Learning
Technology Programme) project.
View
Roy's "Formative CAA - promoting deep learning" slides
Phil Butcher, The
Open University
Can we make computer-based interactions that are sophisticated enough to promote higher order learning?
View
Phil's "Reflections on computer feedback for chemistry courses"
slides
Steve Swithenby,
FAST
Presentation from an FDTL4 project
Steve has chaired several OU
course teams, been involved in TLTP and FDTL projects, and contributed
to HEFCE and Academy Committees. He is at present the Director of the
FAST project and is engaged with formative assessment issues. In the next
two to three years, he anticipates working on assessment methods for online
learning and on related staff development.
View
Steve's "The impact of online formative and summative assessment
in a level 1 mathematics for science course" slides
View reports from related events:
Also:
Self- and Peer-Assessment: Guidance on Practice in the Biosciences
Assessment Audit Tool
