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“Alice: It would be so nice if something made sense for a change”. Assessment in Wonder-Land. Dr Lisa Murtagh and Maggie Webster. Rationale. Building on findings from our earlier research Researching the wider field Evaluating practice Enhancing practice?. Linear Approach.
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“Alice: It would be so nice if something made sense for a change” Assessment in Wonder-Land Dr Lisa Murtagh and Maggie Webster
Rationale • Building on findings from our earlier research • Researching the wider field • Evaluating practice • Enhancing practice?
Linear Approach Tutor sets assessment tasks - explicit criteria shared Students engage in set task Tutor marks work against set criteria Student reflects on feedback Independent Seek advice and support from tutor Seek peer support
Assessment discourse Adapted Linear Approach Tutor sets assessment tasks - explicit criteria shared Students clear about next steps based on feedback discourse, self and/peer assessment Students engage in set task Tutor marks work against set criteria Students set targets based on feedback and self assessment Feedback discourse Assessment discourse Students self assess Assessment discourse Connecting with feedback to support and develop self-regulated learning
Enquiry Based Learning Approach ‘EBL is a process of learning in which the learner has a significant influence on or choice about the aim, scope, or topic of their learning: and attends intentionally to, learns about, and is guided or supported in, the process of learning. This process of learning draws upon research skills and study skills, but enquiry is not reducible to either research or study.’ McDonnell (2008:) Assessment discourse Tutor sets assessment tasks - explicit criteria shared
Presentation to group Self directed learning Group/individual Researching the field Tutorial support Tutor led lectures/seminars about CDL
Our approach • Tutors modelled how to conduct EBL • Established Learning Sets – given a focus for an enquiry. • Informal not assessed Learning Set presentations based on enquiry • Informal feedback from peers and tutors • Final assessed presentations
Assessment Assessment discourse Tutor sets assessment tasks - explicit criteria shared Students engage in set task Tutor marks work against set criteria Assessment discourse Students self assess
Our Approach • Non traditional – an assessed presentation with accompanying annotated bibliography and handout • Trainees were given clear level 5 assessment criteria and presentation rubric • Element of choice • Immediate oral feedback from peers • Tutors used level 5 descriptors alongside a presentation rubric to mark the work
Assessment discourse Adapted Linear Approach Tutor sets assessment tasks - explicit criteria shared Students clear about next steps based on feedback discourse, self and/peer assessment Students engage in set task Tutor marks work against set criteria Students set targets based on feedback and self assessment Feedback discourse Assessment discourse Students self assess Assessment discourse Connecting with feedback to support and develop self-regulated learning
Feedback and Discourse Our Approach • Trainees received written feedback from tutors on presentation and content in relation to both rubrics • Trainees were invited for personal tutorials with module leaders and personal tutors to discuss feedback and set targets
Collation of Trainee grades Likert Scale Questionnaire Participatory Focused Conversations How successful was the EBL approach to Teaching, Learning and Assessment and how do we know?
Main Findings • Impact on academic performance • Student perceptions
Academic Achievement Table 1 distribution of marks for humanities assignments 1 and 2.
Trainee Quotes “On a usual assignment I feel like I’m just copying from books and rewriting in my own words. With this though I didn’t, I even enjoyed it and that’s not normal! I worked harder on this than on any other and it didn’t feel like I was doing an assignment.”
Trainee Quotes “The tutors were great, I really enjoyed this module, it’s been my favourite – the tutors practice what they preach, they don’t just talk at you and it’s not boring” “This has been my favourite module, we should have more like this – hint Lisa, BIG hint!”
Trainee Perspectives “When you’ve handed an assignment in you talk to others and think ‘oh I wish I’d put this in, or something’ With this one though, I could add things in as I was talking and when someone asked me a question. It meant I could play to my strengths, I can talk about anything but when it comes to writing an assignment I find it really hard.”
“I prefer to write an assignment, I find it much easier and do well. Others don’t. I got a lower mark this time and I know lots of others who did much better because it played to their strengths, but that’s life isn’t it? I still worked hard and learnt a lot, and even though the presentation was really hard for me to do, I did it and I’m pleased with myself” Trainee Perspectives
“It was relevant to my own teaching” “I’ve really worked hard but weirdly enjoyed it. Knowing we had to share with others I really had to know my stuff, it was deep learning – not surface…I would use an enquiry based approach in my own teaching.” Trainee quotes
At the time of writing.. Pros • The intervention is useful in encouraging a ‘feedback discourse’ and encouraging self-regulated learning • Improved marks across the cohort • Trainees enjoyed the process- even the assignment • The approach was relevant • There is tentative evidence that this is impacting on practice and other assignments in other modules Questions and limitations • Small cohort • Contextualised within 1subject within a module • Managing and organising groups • Managing trainee and tutor time • Can this process be replicated?
