Meeting the assessment challenge finding practical approaches
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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.

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Meeting the assessment challenge finding practical approaches

Meeting the Assessment Challenge: finding practical approaches

Su White and Hugh Davis

IAM Learning Technologies:

ECS, The University of Southampton

PHEE April 2001


E 3 an electrical and electronic engineering assessment network

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


E 3 an the participants

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

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

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

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


E 3 an the plan

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


E 3 an the plan1

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

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

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

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

phase one themes

  • Analogue Electronics

  • Digital and Micro Processors

  • Circuit Theory

  • Signal Processing

PHEE April 2001


Phase two target themes

Power Electronics

Electromagnetism

Computer Programming

Control Engineering

Maths

Telecomms

Physics/Semiconductors

Datacomms

NB all open for discussion

phase two target themes

PHEE April 2001


Database and interoperability

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

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


More project questions

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

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


E 3 an the benefits

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


E 3 an more details

e3an - more details

  • Su White

  • [email protected]

  • tel +44 (0)23 8059 4471

  • fax +44 (0)23 8059 2865

  • http://www.ecs.soton.ac.uk/E3AN/

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

PHEE April 2001


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