UCD Case 1: Group Poster or Group Presentations Dr Kathy O’Boyle, School of Biomolecular & Biomedical Science. Geraldine O’Neill, UCD T&L University College Dublin. The Assessment Choices PHAR30040, Stage 3 BSc A: Group Oral B: Group Poster Assessment contributed 20% of module grade Why I decided to use these assessments 1. UCD audit of assessment practice 2007-2008: • • Mapped degree major aims to curriculum Aligned assessment practice to aims little formal assessment of communication skills and creativity verbal (formal) 2. Real world choice: oral performance organisation - timing visual - creativity Scientific communication visual - creativity poster writing skills organisation - pre-plan verbal (informal) 3. Students have different strengths How implemented 1. 11 groups, n6 Class of 65, Stage 3 students Coach re group work Explain choice Match for: - programme - ability 2. Develop equitable, transparent assessment criteria 3. Assess groups 4. Collect student feedback Developing equity of assessment methods Gerald ine O’ N eill, UCD C e ntre for Tea c hi n g an d Lea r ning Inc lusiv e Ass e ss me n t Project Assessment criteria Gerald ine O’ N eill, UCD C e ntre for Tea c hi n g an d Lea r ning Inc lusiv e Ass e ss me n t Project The choice: 10 oral presentations, 1 poster Outcome: no difference in students’ performance Student comments Why? Oral Poster 10 groups 25/59 respondents 1 group 4/6 respondents ‘We knew we could do well with this method’ ‘Wanted to try something different’ Glad you chose 100% yes this method? Positive experiences ‘I feel better prepared for next year’ ‘really benefited from working in a group’ ‘it was nice to have some choice’ 50% yes ‘It was new, different’ ‘physical evidence of work’ Student feedback I felt ownership of learning experience Module tried to accommodate my learning style I appreciated being given choice I felt empowered by having choice Having choice reduced stress Choice allowed me to play to my strengths I felt I was given sufficient information to make choice I found it stressful to have to chose Workloads appeared similar I was satisfied with level of feedback vs other I felt I was given adequate support I was satisfied with examples of my method vs other My method was not as well explained I was confident in my choice It was a relief to experience some choice I would like greater variety of choice My assessment allowed me to show my knowledge Staff didn't give enough advice in helping us chose It helped to talk to other students about the choice I felt I should have had more control over assessment 1 2 3 4 5 Mean (Likert) n = 29 strongly disagree disagree undecided agree strongly agree Student feedback: oral versus poster poster oral Difference of >1 Likert point I felt I was given sufficient information to make choice Workloads appeared similar I felt I was given adequate support My method was not as well explained I was confident in my choice Staff didn't give enough advice in helping us chose 1 poster: n = 4 oral: n = 25 2 3 4 5 Mean (Likert) strongly disagree disagree undecided agree strongly agree Staff reaction(s) and suggestions for change Pros Cons • Increased student engagement • Required considerable initial effort • Encouraged ownership of learning • Concerned about equity • Empowered students validity of assessment • Gave students a chance to excel Lessons: Avoid unbalanced division Better communication between staff!!