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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. e 3 an Electrical and Electronic Engineering Assessment Network.

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Meeting the Assessment Challenge: finding practical approaches

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  1. Meeting the Assessment Challenge: finding practical approaches Su White and Hugh Davis IAM Learning Technologies: ECS, The University of Southampton PHEE April 2001

  2. 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

  3. e3an - the participants South Coast HEIs • Southampton • Portsmouth • Bournemouth • Southampton Institute • consultants across the sector • plus steering group (IEE, CAA Centre) PHEE April 2001

  4. 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

  5. the importance of assessment - 2 • assessment shapes students’ learning • the importance of dialogue and feedback • early diagnosis of problems • lecturer • student PHEE April 2001

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. phase one themes • Analogue Electronics • Digital and Micro Processors • Circuit Theory • Signal Processing PHEE April 2001

  13. Power Electronics Electromagnetism Computer Programming Control Engineering Maths Telecomms Physics/Semiconductors Datacomms NB all open for discussion phase two target themes PHEE April 2001

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. e3an - more details • Su White • saw@ecs.soton.ac.uk • 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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