Transcript Supporting Good Practice in Assessment in Maths, Stats and OR

Web-based Assessment
of Student Progress
Files
Neil Challis and Jeff Waldock
(Sheffield Hallam University)
Why progress files and portfolios?
 In what ways can we encourage a more
reflective approach to learning, and using
what mechanisms?
 What role can assessment play in this?
 How can computers help with this task?
 Not just compliance with QAA!
Progress files – the QAA view
 a transcript: provided by the institution;
 an individual’s personal records of learning
and achievement;
 a means by which the student can “monitor,
build and reflect upon their personal
development”
(“The term Personal Development Planning (PDP)
is used to denote this process and HEIs are
expected to have their own policies in place by
2005/6.” )
Progress files – the QAA view
Helpful documents
 Go to http://www.qaa.ac.uk and search
on “progress files”
For instance:
 http://www.qaa.ac.uk/crntwork/progfilehe
/contents.htm
Progress files – the LTSN view
Helpful documents
 (Go to http://www.ltsn.ac.uk/genericcentre,
choose “Resources”, and search on “guide for
busy academics”)
 (Guide for Busy Academics No 1: PDP)
 (Guide for Busy Academics No 3: Using PDP to
help students gain employment)
Progress files: the PDP element
Some key features of PDP:
 Integration with mainstream academic
pursuits
 Link to learning objectives and
programme outcomes
 Support from academic staff and
institution
Progress Files and PDP: the
SHUMaths approach
Sheffield Hallam Mathematics
 Electronic, web-based
 Fully integrated
 Student web portfolio of work and other
documents (CV etc)
 Reflective learning log
 Both bear some credit
 Not currently linked to university’s formal
transcript
 Currently no university-wide system
Links to (anonymised and simulated)
live SHUMATHS PDP system
 General simulation of the site:
http://pdp.popmaths.com
 To log in as a student use a username of
‘TestStudent1’ and a password of ‘t1’
 To log in as a member of staff, use ‘TestStaff’
and ‘Test’
The SHUMaths approach: some
questions and reflections
 How best to integrate?
 How to engage staff and convince them of
its value?
 How to engage students and convince them
of its value?
 To assess for credit or not?
 What does the computer contribute?
The SHUMaths approach: some
questions and reflections
 What evidence so far?
E.g.
http://eppi.ioe.ac.uk/EPPIWebContent/reel/r
eview_groups/EPPI/LTSN/LTSN_summary.
pdf
 Help with employability?
 Help with learning/planning/engagement?
 Contribution to retention/achievement?
The SHUMaths approach: some
questions and reflections
 Relationship between subject group and
institution?
 Can we afford to do it (or can we afford not
to do it)?
 Mischievous thoughts – PDP for staff?
The SHUMaths approach: some
questions and reflections
How can the idea of a portfolio contribute in
Mathematics?
Key components
 Collection of evidence, labelling,
structuring and signposting, critical
reflection
 Filing, assessment, evidence for
employment
 Students present what they value?
The SHUMaths approach: some
questions and reflections
In assessing a portfolio or PDP:
 How detailed a judgement, whose
outcomes, whose work?
 Brief students and tutors, work top down or
bottom up, what if one fails?
 Other outcomes – what things students did
well, how well tutors marked?
Close
 We are keen to share experience ....
 We are pleased to learn from others ....
 Please contact us at:
 [email protected]
 [email protected]
 [email protected]