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The use of CAA for formative and summative assessment: student views and outcomes. Sandra Pattinson Animal Production and Science Group Harper Adams University College Newport Shropshire TF10 8NB. e-mail: sepattinson@harper-adams.ac.uk.

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The use of CAA for formative and summative assessment: student views and outcomes.

  • Sandra Pattinson
  • Animal Production and Science Group
  • Harper Adams University College
  • Newport
    • Shropshire
  • TF10 8NB.
  • e-mail: sepattinson@harper-adams.ac.uk
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E.g. HND Agrifood Marketing and Business Studies + HND Countryside Management.

Initial failure rate

2001 - 02 25 %

2002 - 03 28 %

1.0 Introduction

1.1 Farm Animal Production

Compulsory core module (Level 1).

Non-agricultural students - high failure rate.

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1.0 Introduction

1.2 Aim of study

To examine the effects of the introduction of formative CAA on the results for the module.

The module is taught over two semesters and results are presented for the first semester only.

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2.0 Methods

26 students on Farm Animal Production module.

2.1 Odd semester:

Subjects taught: beef, sheep, poultry.

Methods: lectures, tutorials, farm classes.

Optional: self-assessment tutorials using

QuestionMark Perception.

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2.0 Methods

2.2 Self-assessment tests

Each test consisted of 10 multiple-choice

questions selected at random from database.

Size of database

Beef production 67 questions

Sheep production 58 questions

Feedback provided for each question.

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2.0 Methods

2.3 Summative assessment

29 sheep production questions

29 beef production questions

40 poultry production questions

2 general questions

Questions not randomly selected.

N.B. Negative marking used in tutorials and

in summative examination

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2.0 Methods

2.4 Questionnaire

Presented to students at the start of

the subsequent semester

(prior to publication of exam marks).

Aim - to assess the students’ views on

the use of the self-assessment tutorials.

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3.0 Results

3.1 Examination results

2003 - 04 (tutorials available)

mean mark 41.5 %

pass rate 46 %

2002 - 03 (tutorials not available)

mean mark 34.8 %

pass rate 25 %

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3.0 Results

3.1 Examination results

Use of tutorials Number of Mean

students mark

0 times 10 (38%) 32.3

1 - 9 times 9 (35%) 37.6

10+ times 7 (27%) 59.6

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3.0 Results

3.1 Examination results

Correlations

Use of tutorials v. exam mark

Sheep rs = 0.59 P < 0.01

Beef rs = 0.69 P < 0.01

Mark v. poultry mark

Beef r= 0.52 P < 0.01

Sheep r = 0.36 P < 0.1

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3.0 Results

3.2 Questionnaire

3.2.1 How often did you use the

self-assessment tests?

Very often, often, occasionally, rarely,

never.

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3.2.4 The assessment questions were closely

related to the content of the module

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3.0 Results

3.2 Questionnaire

3.2.10 Free response

A) Why did you use/not use the

self-assessment tests

Not used Forgot

Used To see how much they knew

To practice for exams

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3.2.10 Free response

B) What were the three best things about the

self-assessment tests?

Easy to use

Detailed answers (feedback)

Similar format to exam

C) Give three suggested improvements.

Remove negative marking

Remote access

Provide the correct answer in the feedback

More questions and more feedback

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3.2.10 Free response

D) Any other comments

They were a good way of learning and very

useful.

It was very helpful. Thank you.

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4.0 Conclusions

Students who sat optional practice tests had higher marks in subsequent summative tests.

This is in agreement with other authors

e.g. Sly and Rennie (1999), Charman (1999)

Students who scored highest on the beef and sheep sections of the summative assessment also had the highest marks in the poultry section.

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4.0 Conclusions

Questionnaire responses indicate that for

most students the tutorials provided a positive learning experience.

Some students requested that the correct answer should be provided if the question was answered incorrectly

Deep v. surface approach to learning

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5.0 Future direction

5.1 Current semester

Pig and dairy production self-assessment

tutorials

Revision test at start of lecture

5.2 Questionnaire

Questions relating to

Feedback

Test structure

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5.0 Future direction

5.3 Question analysis

- to identify problem areas of the module

or poorly written questions

5.4 Remote access