![In the context of…“Certain tutors appear arrogant and unwilling to listen to student's views. Tutors are often unable to make lectures interesting and/or teach the subject matter in a way that clearly communicates the information and is stimulating. £3,000+ per year definitely not worth it.” [quote from NSS]](https://image.slidesharecdn.com/dundeekeynote-110826025005-phpapp02/75/Please-Sir-May-I-have-some-more-exams-8-2048.jpg)
![“Some final exam questions were too vague so there was too much to write about and not enough time.”“I didn't have access to exam papers after they were marked…I had to wait too long for exam results.”“The marking scheme for the exams, we should be able to view [it].”](https://image.slidesharecdn.com/dundeekeynote-110826025005-phpapp02/75/Please-Sir-May-I-have-some-more-exams-11-2048.jpg)
![Student Union Feedback There was a strong preference to retain two exam sessions. This was felt to be more manageable in terms of revision. Students were not in favour of one exam session at the end of the academic year. A staged approach with summative assessment was viewed as the most appropriate. Also, January exams give an opportunity for students to ‘trial’ their exam revision and writing skills.[UBU feedback on review of the academic year, June 2011]](https://image.slidesharecdn.com/dundeekeynote-110826025005-phpapp02/75/Please-Sir-May-I-have-some-more-exams-14-2048.jpg)
![Feedback “Feedback on assessment plays a crucial role in a student’s learning, self-esteem and future development.” [NUS, 2010]](https://image.slidesharecdn.com/dundeekeynote-110826025005-phpapp02/75/Please-Sir-May-I-have-some-more-exams-16-2048.jpg)
![Making it realAuthentic assessment: “…an individual must be capable of performing meaningful tasks in the real world” [Mueller, 2011]How can we make this happen?](https://image.slidesharecdn.com/dundeekeynote-110826025005-phpapp02/75/Please-Sir-May-I-have-some-more-exams-19-2048.jpg)
Uploaded byBecka Colley-Foster
Please Sir, May I have some more exams?
The document discusses student perspectives on assessment activities and examines key issues such as preparation for assessments, the assessment process, and feedback. It notes the changing nature of students and expectations, and how students prefer practical and interactive learning over passive lectures. The impact of increased student numbers is also addressed, alongside calls for more authentic assessments, practice exams, and timely feedback to help students learn.
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Please Sir, May I have some more exams?
- 1. “Please Sir, MayI have some more exams?”The student perspective on assessment activities.Becka ColleyDean of StudentsNational Teaching Fellow
- 2. Areas of Focus…Changingnature of student population and expectations about learning environmentsAttitudes towards assessment processesDealing with feedback
- 3. But first…What goesthrough the mind of a student in an exam??http://www.youtube.com/watch?v=d74_5af_Dzs
- 4. Key IssuesPreparation forassessmentsProcess of sitting assessmentsFeedback on performanceLearning from and implementing change
- 5. How do studentsthink they learn best?“I prefer practical learning as I like to do things and get bored when just listening to someone talking. I do quite well when working in a group as well as it gives me more ideas and opinions” “Through repetition. I like to study independently initially but then to consolidate the learning I like to discuss it and have feedback on it. I have a low attention span and so find a lot of reading and quiet time very hard work. I like to interact with people and so the discussion and debate of ideas appeals to me greatly” “I learn best from doing things or thinking through a problem with other people or by writing something down, drawing it. I don't learn much by just reading something”
- 6. The Impact of‘massification’Over last 20 years Higher education has undergone radical and unprecedented change (Education Act, 1992; Dearing Report, 1997; Roberts Report, 2003; Leitch Report, 2006; Browne, 2010; CSR, 2010)Learners are entering with different expectations and assumptions about their experiencesThe student body has become dramatically more heterogeneous and has fragmented in some cases
- 7. Universities 2.0?Diversity ofentry routesIssues of dealing with developing autonomyEarning whilst learningDisengaged learners seeking qualificationPressures on the system and individualsChanging processes within an inflexible systemTradition and history
- 8. In the contextof…“Certain tutors appear arrogant and unwilling to listen to student's views. Tutors are often unable to make lectures interesting and/or teach the subject matter in a way that clearly communicates the information and is stimulating. £3,000+ per year definitely not worth it.” [quote from NSS]
- 9. We all knowwhat an exam looks like, don’t we??
- 10. The RulesWe arevery good at saying what we think the students should do…But less effective at helping them learn from the process.
- 11. “Some final examquestions were too vague so there was too much to write about and not enough time.”“I didn't have access to exam papers after they were marked…I had to wait too long for exam results.”“The marking scheme for the exams, we should be able to view [it].”
- 12.
- 13. What do youwant?Process of review of academic offerStructure of academic yearProcess of assessmentTiming of assessments
- 14. Student Union Feedback Therewas a strong preference to retain two exam sessions. This was felt to be more manageable in terms of revision. Students were not in favour of one exam session at the end of the academic year. A staged approach with summative assessment was viewed as the most appropriate. Also, January exams give an opportunity for students to ‘trial’ their exam revision and writing skills.[UBU feedback on review of the academic year, June 2011]
- 15. Practice Makes Perfect…“Noregular mid term exams therefore its makes it difficult to see academic progress until at the end of term.”“Throughout the year they don't really give us mock exams, I'd prefer it if they give mocks so we know where our progressions are at, I think they should put more pressure on us with regular mock exams the revisions wouldn't pile up at the end of the year.”
- 16. Feedback “Feedback on assessmentplays a crucial role in a student’s learning, self-esteem and future development.” [NUS, 2010]
- 17. Feedback“Feedback on failedexams not really given and I believe that information can be given so that the students know where they are going wrong.”“The exams mark scheme is never explained, so we don't know what exactly examiners want.”
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- 19. Making it realAuthenticassessment: “…an individual must be capable of performing meaningful tasks in the real world” [Mueller, 2011]How can we make this happen?
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- 21. Examples of authenticityDepartmentof Biomedical Sciences: Combination of web-based genetic research tool (BLAST) with MCQs to deliver authentic, real-life tasks which require application of knowledge and understanding in a real-life professional contextCan be assessed automatically = great for large numbers of students
- 22. Examples of authenticitySchoolof Medical Sciences: Use of formative “e-assessment for learning” (in F42 and via VLE) to deliver automatic generic feedback to students. Work has been carried out on delivering question level feedback and topic based feedback – students would appear to best appreciate a combination of these.
- 23. Examples of authenticitySchoolof Optometry: Use F42 for “Active problem-based learning” Formative group based case studiesInformation is automatically and gradually released during processStudents make joint decisions, then receive email feedback. Group focus initially then individual summative process
- 24. Other Developments“Hybrid” assessmentsSomequestions automatically marked, others done by a humanMore efficient use of human resources to allow time to be spent on students and feedback processes.
- 25. Other DevelopmentsSchool ofHealth Studies, School of Management and School of Lifelong Education and Development: Using e-peer assessmentStudents grading performance and/or give feedback collaborative group tasks. This assessment can take place either all together in the e-assessment suite or remotely via the VLE.
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- 27. F42Dedicated 100 seatere-assessmentcluster Part of e-strategy/JISC-funded “ITS4SEA” projectFirst used January 2009use for summative e-assessment has gradually increased:Useage: 2500 different students, from more than 30 modules covering range of subject areas across disciplines
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- 29. F42Pleasant, conducive surroundingsEasierto customise what is visible on the student desktop for extra security &flexibilityEasier to invigilate (more secure)Thin client technology more secure, easier/quicker to control and manageSeparate area for students who need extra time
- 30. F42Use of smartcardsnow enables multiple simultaneous different exams in the roomHave an “overflow” room in Student Central (30 students) to raise capacity to 130
- 31. Ten Ways toChange Undergraduate EducationMake Research-Based Learning the StandardConstruct an Inquiry-Based Freshman YearBuild on the Freshman Foundation Remove Barriers to Interdisciplinary EducationLink Communication Skills and Course WorkUse Information Technology Creatively Culminate with a Capstone ExperienceEducate Graduate Students as Apprentice TeachersChange Faculty Reward SystemsCultivate a Sense of CommunityThe Boyer Commission onEducating Undergraduatesin the Research University: REINVENTING UNDERGRADUATE EDUCATIONBoyer, 1999
- 32. Organisational systemHE systemAcademicsystemSocial systemStudent relationsStudent engagement & belongingProfessional services systemDispositions & capacitiesMay & Thomas, 2010
- 33. There are somepositives!“The way we are assessed in different ways helps us develop a wide variety of skills”“Feedback for exams has always been fast and detailed”“Exam papers that are put up on BB for revision are also a very useful tool in terms of the style of questions asked and the answers that are required”
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