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Implementing Flexible Assessment Using Computer Tools: Insights from the LTSN Conference 2004

This presentation discusses the integration of flexible assessment through the “FleSCA” approach, allowing students to choose assessment tasks that suit their learning styles. Based on a pilot conducted in 2002/03, the motivation for such change includes pedagogical benefits and reduced plagiarism. The study involved staff questionnaires to determine adaptation of assignments, revealing a need for flexibility. The crafted prototype, implemented using Flash MX and later Java, focuses on aligning tasks with learning outcomes. Feedback from attendees is encouraged for future improvements.

aaron-roberts
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Implementing Flexible Assessment Using Computer Tools: Insights from the LTSN Conference 2004

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  1. Replicate – Generating Assessment Specifications with a Computer Tool J, C, Read; P, Gregory; G, Sim & K, Taylor LTSN Conference - Belfast 2004

  2. Introduction • Based on previous work – FleSCA • ‘A la carte assessment’ offers students various choices based on tasks • Students handed back some control • Students able to choose level at which to work • Pilot carried out in 2002/03 LTSN Conference - Belfast 2004

  3. Motivation • Two reasons for introducing flexible assessment • Pedagogical Motivation • Reducing Plagiarism • Unofficial Reasons • Manage Workload • Consistent Marking LTSN Conference - Belfast 2004

  4. Replicate and FleSCA Relationship LTSN Conference - Belfast 2004

  5. Investigative Work • Questionnaire to existing lecturing staff • Whether assignments were completely rewritten or just adapted each year • Whether assignments consisted of one task or were divided into several tasks • How tasks were related to learning styles • JAD Session • Teams Experience LTSN Conference - Belfast 2004

  6. Results • Questionnaire revealed • Majority adapt existing material • Majority of assignments broken into separate tasks • JAD Session revealed • Need to understand the complexity - need for flexibility • Possible solutions LTSN Conference - Belfast 2004

  7. Prototype Requirements • Which learning outcomes are being tested in the assignment? • How many tasks are required for the assignment? • Do all tasks have to be completed? • Are the tasks weighted? • How are the tasks linked to the learning outcomes? • How will competence in each task be demonstrated? LTSN Conference - Belfast 2004

  8. Prototype • Flash MX used to implement the first prototype • Quick • Existing skills set • Interactive and iterative development resulted in current Java prototype LTSN Conference - Belfast 2004

  9. Our Evaluation Methods • University Pedagogical Research group • Matched the curriculum map • Potential for staff training • Scope beyond Dept of Computing • JAD Session within Department of Computing • Database of previous assignments • Save time • Could support integration eg same case study LTSN Conference - Belfast 2004

  10. Your Evaluation • Product available for you to use after this session – informal feedback always welcome • Comments will refine future versions • Feedback sheet on How You Produce Assignments • Your experiences invaluable for further research LTSN Conference - Belfast 2004

  11. Our Conclusions • Useful for large cohorts of students • Potential for staff training • Improved Departmental quality • Database of existing assignments for future use • Future work could involve linking Replicate and Flesca LTSN Conference - Belfast 2004

  12. Thank You • Any Questions • Katie Taylor – kjtaylor@uclan.ac.uk There once was a lecturer in Belfast Who came with a message to broadcast She was full of fear of them that were ‘ere But hopefully all is well And she’s done a bit of a sell LTSN Conference - Belfast 2004

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