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Analysis of Exam Scripts

Department of Mathematical Sciences Mechanics 1 Level 1 112. Analysis of Exam Scripts. Department of Mechanical Engineering Engineering Science 1 Level 0 101. Department of Physics Physics Level 0 119. TOTAL: 332. 1. FAST Project.

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Analysis of Exam Scripts

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  1. Department of Mathematical Sciences Mechanics 1 Level 1 112 Analysis of Exam Scripts • Department of Mechanical Engineering Engineering Science 1 Level 0 101 • Department of Physics Physics Level 0 119 TOTAL: 332 1

  2. FAST Project To Examine how students’ formative assessment experiences affect their learning. In doing so it will look at how feedback to students can be made more effective by maximising the learning students gain from their assessments www.open.ac.uk/science/fdtl/ 2

  3. Objective • Helping students do similar problems immediately/ 1 week/2 months, after having read the feedback. Helping students do related but dissimilar problems immediately/1 week/2 months, after having read the feedback. Getting students to spend time on task and properly engage with the feedback to affect a positive change in their learning behaviour.

  4. Data Collected • Assessment Experience Questionnaire (AEQ) – FAST tool • Recorded Answer Files • Written Material • Confiscation of notes made by students • Exam Scripts

  5. AEQ • The questions in the lab sessions give clear instructions about what you are expected to do. (3.89) Tackling the questions in the lab sessions really makes me think. (4.11) From the CBA, I get plenty of feedback. (3.67)

  6. AEQ • From the feedback I could identify what I did incorrectly. (3.89) • I read the feedback carefully and try to understand what the feedback is saying. (3.67) I tend to only read the feedback. (3.56)

  7. Recorded Answer Files • Students able to retain feedback long enough to make use of it immediately after having read it. • Students able to retain some of the feedback to make use of it after a period of about 4 weeks. • Higher percentage answer Multiple-Choice type questions correctly compared with Numerical Input.

  8. Indicators • Units • Vectors • Diagrams • Presentation of Solution

  9. Percentage Use of Indicators Vectors Units Diagrams Presentation of Solution

  10. What Happens Next? • Follow up Study • Tackle Problem With Units? • Advanced Mechanics – where are the boundaries with CAA?

  11. Conclusion • Methodology • Analysis of Exam Scripts • Assessment Experience Questionnaire (AEQ)

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