Transcript Havtun_Pretest_Final.pptx i Powerpoint-format (72 kB)

Agenda
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Pedagogical ideas
How the text examination is executed
What the students say
Items to discuss
Pedagogical ideas
According to pedagogic research we tend to learn more
efficiently if we:
• are trying to answer questions, solve problems or acquire skills that
we find interesting, intriguing or important
• are able to do so in a challenging yet supportive environment
• can work collaboratively with other learners struggling with the same
problems
• believe that our work will be considered fairly and honestly
• can try, fail, and receive feedback in advance of and separate from
any summative judgment of our efforts
• know what the learning objectives are, how the environment is
organized and what is expected of us
• believe that the work we are expected to do will help us to reach
the learning objectives
• believe that we are in control of our own learning
Bain (2004), Elmgren & Henriksson (2014), Kember & McNaught (2007), Ramsden (2003)
Pedagogical ideas
According to pedagogic research we tend to learn more
efficiently if we:
• are trying to answer questions, solve problems or acquire skills that
we find interesting, intriguing or important
• are able to do so in a challenging yet supportive environment
• can work collaboratively with other learners struggling with the same
problems
• believe that our work will be considered fairly and honestly
• can try, fail, and receive feedback in advance of and separate from
any assessment of our efforts
• know what the learning objectives are, how the environment is
organized and what is expected of us
• believe that the work we are expected to do will help us to reach
the learning objectives
• believe that we are in control of our own learning
Bain (2004), Elmgren & Henriksson (2014), Kember & McNaught (2007), Ramsden (2003)
The idea of a test examination
• In course questionnaires, students say the
perceive exams as stressful
• An older collegue has tested the influence of
feedback time on deep learning
• We practice many things in life – why not
practice sitting an exam?
How the test examination is executed
• The test examination is an opportunity to
practice taking an examination.
• The circumstances around the test
examination are set to mimic the real
examination, i.e. the same time allowed, the
same helping aids, and (for some test
examinations), even the same examination
rooms were used.
How the test examination is executed
• The test examination is an actual examination
from an earlier year (complete with a written
solution). Hence little time is used to create and
perform a test examination.
• The feedback to the students is given by handing
out the written solution and having the students
comparing it to their solutions. This is done
directly after the test examination has ended.
• A discussion session was set up for the students
to be able to discuss their solutions. The session
was scheduled the same day or the day after the
test examination.
What the students say:
Based on answers from 33 students (76 students in the group)
The test examination is offered both as a class
room activity and an online activity. What do
you prefer?
• About 46 % prefer the class room activity
• About 36 % prefer the online activity
• About 18 % have no preference
What the students say
Scheduled test examination?
• About 55 % prefer it scheduled
• About 18 % prefer it non-scheduled
• About 27 % have no preference
What the students say
Did TE change the way you prepare?
• About 33 % says it did
• About 67 % says it didn’t
What the students say
Do you think the TE affected your result on the
exam?
• About 56 % think it did (positively)
• About 20 % think it didn’t
• About 24 % don’t know
What the students say
Do you think the TE affected your result on the
exam?
• About 56 % think it did (positively)
• About 20 % think it didn’t
• About 24 % don’t know
What the students say
What was the best thing with the TE?
• Test the exam stress (without a solution)
• Train under ”real” exam conditions
• The discussion session – identifying simple
mistakes before the exam
What the students say
What was the best thing with the TE?
”Självklart var det bra att man pluggade tidigare och
fick ett extra tillfälle att lösa uppgifter under mer
examinations-liknande förhållanden. Men jag tror
inte man ska förringa att en viktig effekt som hela
provapåKSkarusellen har är att vi känner att läraren
är engagerad och ger oss tid och vill att vi ska få så
bra stöd som möjligt. Bara det är viktigt i sig, för då
blir man mer motiverad själv.”
Items to discuss
• Students study only old exams… is this a
problem?
• Can I evaluate if the test examination lead to
increased learning? How?
• Would I gain additional learning effects if
students are made to correct each other’s test
exams and discuss among themselves?
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Further Reading
• Bain, K. (2004). What the Best College Teachers Do.
Cambridge: Harvard University Press (see also
http://www.bestteachersinstitute.org - accessed
2015-02-20).
• Elmgren, M. & Henriksson, A-S. (2014). Academic
Teaching. Stockholm: Studentlitteratur.
• Kember, K. & McNaught, C. (2007). Enhancing
University Teaching: Lessons from Research into
Award-Winning Teachers. Abingdon: Routledge.
• Ramsden, P. (2003). Learning to Teach in Higher
Education. New York: RoutledgeFalmer.