Transcript LEN REAP Project Overview

Re-Engineering Assessment
Practices in Scottish Higher
Education
Dr David Nicol, Project Director
Ms Catherine Owen, Project Manager
Centre for Academic Practice and Learning
Enhancement
www.reap.ac.uk
www.reap.ac.uk
Community drivers
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Quality Enhancement Framework:
enhancement themes initiative
first theme: assessment
key findings:
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assessment ‘overload’
formative/summative balance
provision of effective feedback
aligning teaching, learning and assessment
innovative assessment techniques
www.reap.ac.uk
SFC transformation programme
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REAP is one of six projects funded
under the SFC E-Learning
Transformation Programme
SFC principles/definitions of
transformation:
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real changes occur
changes are measurable
changes are sustainable
changes are embedded
www.reap.ac.uk
Project philosophy
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definitions of assessment: summative,
formative and developmental
players in assessment process: students,
tutors, peers, computers
assessment and feedback are key drivers
of student learning
‘assessment’ encompasses a broad range
of activities and approaches
a varied portfolio of technologies can
support assessment and feedback
www.reap.ac.uk
The project
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‘re-engineering’ assessment design
and delivery in core modules across
three institutions:
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Strathclyde University
Glasgow Caledonian
University/Caledonian Business School
University of Glasgow
focus on first year classes
www.reap.ac.uk
Project objectives
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encourage and support best practice
development in assessment/feedback
delivery in 12 modules/classes
introduce portfolio of mutually-supporting
e-learning tools and technologies
pilot, test and refine course re-design
identify and overcome barriers
disseminate learning benefits and
efficiency gains to encourage others
www.reap.ac.uk
Task
With your neighbour discuss:
What are the barriers for you in
addressing these issues in your
teaching?
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using assessment to help develop lifelong learning skills
providing effective feedback
harnessing new technologies to provide
efficiency gains
www.reap.ac.uk
LEN Feedback
www.reap.ac.uk
Assessment in first year
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contextual drivers for change:
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large class sizes (up to 600 students)
under-resourced modules
limited feedback opportunities
poor student engagement with subject
lack of subject/class identification
dysfunctional learning behaviours
disappointing exam pass rates/marks
retention rates
www.reap.ac.uk
Example pilot: Strathclyde University
Department of Psychology
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580 first year students, of which
circa 130 will continue the subject
into second year
drivers for change:
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improving learning experience
improving standard of second year
entrants
improving overall exam marks
www.reap.ac.uk
Example pilot: Strathclyde University
Department of Psychology
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first stage of re-engineering:
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harnessing available and sustainable
technology
introducing ‘scaffolded’ formative assessment
opportunities
developing ‘learning community’
challenges
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participation incentives
quality of engagement
practical delivery issues
summative potential?
www.reap.ac.uk
Example pilot: Strathclyde University
Department of Mechanical Engineering
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240 first year students
drivers for change:
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student focus on ‘marks’ rather than
learning gains
tendency for bright students to ‘slack
off’ during second semester
high staff workload in marking
new teaching materials increasingly
available on-line
www.reap.ac.uk
Example pilot: Strathclyde University
Department of Mechanical Engineering
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portfolio of technologies to support
and engage students:
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online homework system
publisher’s assessment tools and tests
PRS EVS system (electronic voting in
the classroom)
‘just in time teaching’ innovation
www.reap.ac.uk
REAP into 2007
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2005/6 semester two: participating
departments evaluate and refine existing pilots
2005/6 semester two/summer: new
methodologies explored and new technologies
added
2006/7 semester one: second iterations and
new pilots, some new classes and modules
2006/7 semester two: full implementation of
successful pilots, plans in place for sustainable
use of methodologies and technologies, evidence
of further take-up in participating departments
and elsewhere in partner institutions
www.reap.ac.uk
Further information:
Dr David Nicol
REAP Project Director
[email protected]
www.reap.ac.uk
Ms Catherine Owen
REAP Project Manager
[email protected]
www.reap.ac.uk
www.reap.ac.uk