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