Meeting the assessment challenge finding practical approaches
Sponsored Links
This presentation is the property of its rightful owner.
1 / 19

Meeting the Assessment Challenge: finding practical approaches PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

Meeting the Assessment Challenge: finding practical approaches. Su White and Hugh Davis IAM Learning Technologies: ECS, The University of Southampton. e 3 an Electrical and Electronic Engineering Assessment Network.

Download Presentation

Meeting the Assessment Challenge: finding practical approaches

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

Meeting the Assessment Challenge: finding practical approaches

Su White and Hugh Davis

IAM Learning Technologies:

ECS, The University of Southampton

PHEE April 2001

e3an Electrical and Electronic Engineering Assessment Network

a three year HEFCE project fromthe Fund for the Development of Teaching and Learning (FDTL)

PHEE April 2001

e3an - the participants

South Coast HEIs

  • Southampton

  • Portsmouth

  • Bournemouth

  • Southampton Institute

  • consultants across the sector

  • plus steering group (IEE, CAA Centre)

PHEE April 2001

the importance of assessment - 1

  • QAA feedback says we are all bad at feedback

  • QAA wish to see how assessment links to learning outcomes

  • subject benchmarks

  • National Qualifications Framework

PHEE April 2001

the importance of assessment - 2

  • assessment shapes students’ learning

  • the importance of dialogue and feedback

  • early diagnosis of problems

    • lecturer

    • student

PHEE April 2001

e3an – the context …

much existing good practice

  • expertise built up over years

  • solutions for particular contexts

  • technology and people approaches

  • identify, explore, acknowledge, disseminate

    work collaboratively across sector

PHEE April 2001

e3an - the plan

question banks as a focus

  • peer reviewed test banks of questions for electrical and electronic engineering

  • questions produced and reviewed by paid consultants

    supporting materials on methods and practices, workshops and consultancies

PHEE April 2001

e3an - the plan...

  • questions banks may be:

    • multiple choice objective tests

    • text based traditional tests

    • self assessment, feedback, course assignments, exam questions

    • mainly for formative and diagnostic assessment – but also as source of ideas for summative assessment

PHEE April 2001

so what is innovative about this?

  • it has never been done like this before

  • the questions will form a yardstick against which achievement may be gauged

  • the project aims to build a network of “champions” across the sector

  • the project focuses on assessment outcomes rather than technology

PHEE April 2001

themes and teams

theme leader plus expert consultants

  • categorising syllabus

  • cash available for travel plus small fee

  • local teams in phase one - trialling the process, four themes

  • national teams in phase two, eight themes

PHEE April 2001

theme process

Working together the theme teams:

  • identify question targets

  • discuss levels and approach

  • agree division of tasks

  • write and review questions

  • trial and evaluate questions

PHEE April 2001

phase one themes

  • Analogue Electronics

  • Digital and Micro Processors

  • Circuit Theory

  • Signal Processing

PHEE April 2001

Power Electronics


Computer Programming

Control Engineering





NB all open for discussion

phase two target themes

PHEE April 2001

database and interoperability

  • XML database

  • IMS QTI interoperability standards ++

  • objective tests for common test engines

  • collaboration with other projects

  • print as the lowest common denominator

  • some examples...

PHEE April 2001

project questions

  • interoperability standards - reality of vapourware?

  • how should authors produce questions for maximum interoperability?

  • are some question types more interoperable than others?

  • how do we choose a system for interoperability?

PHEE April 2001

creating test banks in a cost-effective manner

choosing themes (usefulness, greatest gains, ++)

classifying questions - level of skills , difficulty, cognitive skills, time required

subdividing question banks into sub themes

which themes/items suit CAA, which don't how to establish an effective peer review process

more project questions

PHEE April 2001

looking to the future

  • greater involvement of existing expertise

  • barriers and drivers for use and dissemination

  • distribution models

  • continuation growth and maintenance of the test bank

PHEE April 2001

e3an - the benefits

  • identifying and spreading good practice

  • evaluated trial use of automated assessment on campus

  • potential to trial new software (e.g. web based QM perception)

  • potential time savings

  • students feedback improved (in time for next QA / academic review

PHEE April 2001

e3an - more details

  • Su White

  • [email protected]

  • tel +44 (0)23 8059 4471

  • fax +44 (0)23 8059 2865


    please contact us if you would like to be involved :-)

PHEE April 2001

  • Login