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Synoptic Learning and Assessment: An Experience Report. Phyo Kyaw phyo.kyaw@dur.ac.uk. Synoptic Assessments. Outcomes. Students were more confident on applying the concepts and methods of one subject area to others 70% of 60 students

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outcomes
Outcomes
  • Students were more confident on applying the concepts and methods of one subject area to others
    • 70% of 60 students
  • Students gained a wider perspective of how they view different subject areas
  • Students had the opportunity to work with a scenario similar to real-life projects.
  • Increased staff workload
  • Increased students’ workload
  • Summative vs. formative assessments
improvements for year two
Improvements for Year two
  • Need to introduce synoptic learning as well as assessment:-

“Synoptic Learning and assessment”

  • Mapping Synoptic Assessment modules
  • Assignment wording
  • Timetable of the modules and assessments
  • Assignment Integration
general guidelines
General guidelines
  • Synoptic learning and assessment rather than synoptic assessment
  • Synoptic assessment should only be applied when it clearly benefits students’ learning
  • Staff collaboration
  • Apply Synoptic assessment to modules at introductory levels
  • Careful planning
achieving synoptic assessment
Achieving synoptic assessment
  • How to adapt the existing assessment structure?
  • Top-down
    • The curriculum can be tailored towards SA
  • Bottom-up
    • An opportunistic and informal, where assessments of different modules can be integrated depending on the nature of the subject area and resources available.
  • Level of integration
    • The rules for synoptic assessment
  • Types of assessment
    • External or internal
background
Background
  • Synoptic Assessment – Pulls together independent assessments from a number of modules into a single assessment.
  • Initially to address the:-
    • “lack of coherence in a student’s understanding of a subject or the connections between elements of the subject.” (Dearing 1996)
  • Patrick has identified:-
    • “range or breath”, “applying knowledge and understanding”, “use ideas and skills” (Patrick 2005)
  • Applied broadly in GCSE and A-Level
    • Essay, research or enquiry, case studies or experimental work
  • Not so much in Higher Education
slide8
Aims
  • To promote active learning by allowing students to learn that a solution for the problem statement for one assessment requires the knowledge and experience of the subject areas from different modules
  • To reduce the overall students’ workload by combining one or more assessment exercises
  • To make assessments more significant and broaden the students’ understanding
  • To promote staff collaboration and integration across subject areas.
conclusion
Conclusion
  • Based on findings
    • A set of generic guidelines were produced
    • More evaluation is needed

Future plans

  • Measurements on Students’ attainment
  • Top-down approach
  • More quantitative results
  • Construct explicit guidance on the objectives of subject specific content.
    • Skills, concepts, methods, applications and themes