VICE PHEC 2014 Assessments for Learning
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This document discusses alternative assessments that position students as creators rather than just knowledge consumers. It proposes a multi-level approach to assessments involving levels of complexity from digital citizenship to designing curriculum. At level two, students communicate science concepts through videos and reflections found group work and active learning improved emotions and understanding. At level three, scenario-based assessments in authentic real-world contexts allowed for reflection, responsibility and personal development. The highest level four involves students redesigning laboratories to incorporate problem-based learning and evaluating the results. Positioning students as creators requires skills like analysis, design, implementation and reflection to develop key skills for every student.
VICE PHEC 2014 Assessments for Learning
- 1. Students as Creators: Alternative Assessments For Learning. Dr. Barry Ryan. College of Sciences and Health, Dublin Institute of Technology.
- 2. An age old question? The Chicken or the Egg? Assessments…. …..of learning? ……for learning? Image attribution Judy Inky Students…. …..knowledge consumers? …..knowledge creators?
- 3. Students: Creators vs Consumers. Consuming knowledge Image attribution Halmeoni Creating knowledge Image attribution Geralt
- 4. Students: Creators vs Consumers. Biggs (2003): “Learning cannot be transmitted by direct instruction, but is created by the students learning activities”. Neary (2009): “Real Life, Complex and Unstructured research-like activities”.
- 5. Students as Creators: Multi-Level Approach. Image attribution: http://www.sohood.com Why are computer games so popular: • Challenging, but achievable with practice • Incrementally harder with each level • Rewarding upon completion
- 6. Students as Creators. Level One: Digital Citizens Engaging and interacting during class; collaborating and communicating outside class Movement Making Serious Play
- 7. Students as Creators. Level Two: Science Communication Biochemistry videos communicating complex content in an engaging and understandable way.
- 8. Example Level Two: Science Communication Assessment for Learning Environment
- 9. Example Level Two: Science Communication Assessment for Learning Timeline and Logistics
- 10. Example Level Two: Science Communication Opportunities for Learning during assessment
- 11. Example Level Two: Science Communication Project Analysis and Evaluation Ethically sourced data. Constant Comparison Method* Analysis. *Strauss, A.L. and Corbin, J. (1990). Basics of qualitative research: Techniques and procedures for developing grounded theory. (2nd Ed). Thousands Oaks, CA: Sage.
- 12. Example Level Two: Science Communication Project Analysis and Evaluation: Key Themes Emotions of Learning Active Learning Group Based Learning Reflection Technology Enhanced Learning
- 13. Example Level Two: Science Communication Key Theme: Emotions of Learning Most perceived learning took place when students were happiest.
- 14. Example Level Two: Science Communication Key Theme: Active Learning
- 15. Example Level Two: Science Communication Key Theme: Technology Enhanced Learning Digital Natives, Digital Migrants, Digitally Aware?
- 16. Example Level Two: Science Communication Key Theme: Group Based Learning Project was too big to complete alone. Positive View No Conflict “I liked this assessment, it didn’t feel like an assessment; but I still learnt lots, had some fun and made new friends in my class”
- 17. Example Level Two: Science Communication Key Theme: Reflection “It gave me a chance to look back at what, why and how I learnt”. Image attribution: 8300 Pixabay “This assignment challenged me but made me realise my capabilities went, and can go, much futher”.
- 18. Students as Creators. Level Three: Authentic Learning Advanced topic, assessment student specific and student centred. Peer Learning Reflective Writing Student designed assessment
- 19. Example Level Three: Scenario Based Learning Helen Keegan (University of Salford): Alternative-Reality Game-based Learning Tina Overton (University of Hull): Dynamic Problem Based Learning Image attribution: Nemo and Openclips: Pixabay
- 20. Example Level Three: Scenario Based Learning Authentic Learning: Real Life Scenarios Friday (PM) Friday (AM) • Present ideas to peers • Discuss choices • Constructive criticism • Plan for next stage • Digest memo • Align to previous memos • Identify tasks • Allocate tasks and plan • Logistics and timelines • Individual research • Group meetings • Adapt to add-on memo
- 21. Example Level Three: Scenario Based Learning Authentic Learning: Real Life Scenarios • Memo One: Form group + review current research areas • Memo Two: Prepare presentation on new target product • Memo Three: Develop digital portfolio to document development • Memo Four: Prototype logistics for small scale production • Memo Five: Annotated review of process related publication • Memo Six: Market comparison and patent database review • Memo Seven: Science communication for product marketing Image attribution: Openclips Pixabay
- 22. Example Level Three: Scenario Based Learning Idea development, production process creation and communication
- 23. Example Level Three: Scenario Based Learning Peer Interaction and Peer Assisted Learning Peer Feedback: ‘Two Stars and a Wish’ PAL: Student designed learning activities
- 24. Example Level Three: Scenario Based Learning Project Analysis and Evaluation: Key Themes Responsibility Group Based Learning Industrially Relevant Learning Reflection Personal Development
- 25. Example Level Three: Scenario Based Learning Key Themes: Reflection and Responsibility Reflection “I now realise that working as a group forced me to acknowledge one of my own (big) personal flaws; I am a control freak!” Responsibility “This assignment offered a lot of freedom, encouraging us to think outside the box, and to not rely on stagnant SOPs or templates” “I feel that I took the reins in this particular aspect of the project” Image attribution: 8300 Pixabay
- 26. Example Level Three: Scenario Based Learning Key Theme: Personal Development Personal Development “I believe I benefited greatly from this assignment. Although at times, I felt overwhelmed, I do feel it’s one of those rare occasions that I have developed both academically as well as personally”. Image attribution: PublicDomainPictures Pixabay Group Based Learning “I really enjoyed the team meetings. Hearing other group members give their ideas, taking them in and giving my opinion was what I found to be the real highlight of the project”. Image attribution: PublicDomainPictures Pixabay
- 27. Example Level Three: Scenario Based Learning Key Theme: Responsibility Industrially Relevent Learning “I found the scenario based learning a very effective way to learn, as making presentations, discussing choices and having to back up points was very similar to work I did on work placement. It’s a very industry style approach to learning and collaborating information”. Image attribution: TPSDave Pixabay
- 28. Students as Change Agents. Level Four: Designers and Developers of the Curriculum: • Example: Laboratory redesign to incorporate PBL and evaluation.
- 29. Students as Change Agents. Laboratory redesign to incorporate PBL and evaluate. Brief: Introduce a more student centred approach to first year UG labs. Change Agent: Evaluate the common methods employed to ‘activate’ students Rationalise and develop a suitable approach for TFCH1003 Trial and Evaluate Recommendations and integration.
- 30. Students as Change Agents. Laboratory redesign to incorporate PBL and evaluate. Remove ‘cook-book’ nature of labs Method: Develop a POGIL* approach to labs *Process Orientated Guided Inquiry Learning Result: Evolution of a traditional lab into a PBL/POGIL lab. 1. Initial workshop to introduce concept 2. Memos to drive inquiry and guide student learning 3. Student driven lab and evaluation
- 31. Students as Change Agents. Laboratory redesign to incorporate PBL and evaluate. Evaluation Ethically collected data via survey and focus groups. Image attribution Geralt Conclusions: • Initially struggled with ‘lack of structure’ • Improved ‘perceived’ learning • Something different or real alternative? • Bias (Moderator Acceptance) and Scaleability
- 32. Students as Creators. To effectively create, or re-design, as part of an assessment a student must: • Analyse and synthesize several multimodal sources on the subject content. • Brainstorm, conceptualize, create, implement and evaluate their idea(s). • Reflect and refine not only their design, but also their understanding. Are these not some of the key skills we want every student to develop in every module?
- 33. Students as Creators: Alternative Assessments For Learning. Finally, another age old analogy…. Image attribution Eric Wongmama Is incorporating an assessment for learning approach a…. Sprint or a Marathon? ‘The longest journey starts with a single step’ -Lao-tzu of for Consumers Creators Peer Assisted Change Agents
- 34. Students as Creators: Alternative Assessments For Learning. Thanks and acknowledgements: Liam Reid (DT422 Pharmaceutical Healthcare Graduate, 2013). All the staff and students based at DITs Cathal Brugha St campus. The support and guidance from the Learning, Teaching and Technology Centre, Mount St, DIT. Image attribution Nemo Comment, Questions, Collaborations?