Reproductive Medicine – upgrade Slide 1: Banner - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 2: Contents - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 3: The report 2014 Academic Review Many positive outcomes Program meeting a need in the market Growth of enrolment High success rate Low level of resubmissions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 4: The issues Feedback to students Major concern – students unaware of how they are performing Balance of formative and summative assessment The aim of formative assessment is to help students in the process of learning. Students are responsible for responding to this feedback. The aim of summative assessment is evaluating the performance of a student. You are passing a judgement on the student. The assessment is final and students are not given a chance to respond. In the first half of the course feedback needs to be formative, to allow students to respond to the feedback and improve their results. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 5: Feedback - definition Existing • MCQs – mark out of 10 Requirement • Which ones incorrect • How to find correct answer
Student needs • Where they went wrong • How to improve their performance Minimum requirement is for students to know which answers were correct and which were not and how to find the correct answers. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 6: Assessment – definition 1 Students undertake formative assessment activities during the semester, and teachers provide feedback on those activities. These are important steps in a cycle that helps students develop knowledge and prepare for future learning at UNSW and beyond. At the end of each semester, teachers use summative assessment to quantify a student’s progress and determine their academic standing, which indicates whether the student is ready for future learning activities. https://student.unsw.edu.au/assessments - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 7: Assessment – definition 2 Formative assessment Feedback to student to improve their performance Student can respond before summative assessment is made Summative assessment Judging or grading a student’s performance Student cannot respond Sport analogy: Formative assessment Coach gives athlete feedback whilst training for championship. Athlete responds to coach’s feedback and improves in training. Summative assessment Athlete finishes third in championship. Athlete has been judged - the result is final and cannot be changed - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Slide 8: Research we have done 1 Met with semester one convenors Looked at courses All different – with similarities Most had MCQ’s 30 – 50% of final mark Most had final essay 30 - 65% of final mark Approximately half used online discussions 5 – 40% of mark Approximately three quarters had one or series of short essays 5-100% of mark Set up trials in: Basic Reproductive Physiology Clinical Reproductive Medicine 2 Trials included ‘Problem or Scenario based learning’ Thought they would enjoy feedback and interaction with peers Gave students a choice of assessment type: a) Short 200 Word essay b) Online presentation Surveyed students Conducted anonymous online 5 question surveys for the two courses. The survey was made up of questions requiring Likert scale and text field answers. Response rate was 30% for one course and 50% for the othe r Evaluated student feedback Preferred existing MCQ style assessment, but wanted more feedback. Hence no dramatic change in course structure required – just feedback. Sought advice Met firstly with Professor Bob Fox, PVC School of Education – expertise in the area of assessment to discuss formative and summative assessment. Clarified difference between formative and summative assessment. Would prefer all assessment formative till end of course Met with Professor Phil Jones, was Associate Dean of Education, when course was reviewed. Gave me his view on the reports concerns and gave me his recommendations. Explained the core concern of reviewers was the lack of feedback. Explained that some the prescriptive requirements of the NEW Assessment Policy and Procedures. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Slide 9: Research we have done 2 Convenors Convenors very professional + committed Very passionate about area of research and helping their students have an adequate understanding and learn the appropriate skills in their area. Appreciated + respected by students The students respected their convenors knowledge, achievements and support. Time poor Have a lot of demands on their time. Want to teach in a timely and efficient manner. Students Preferred existing structure Like the familiarity of existing structure. Could easily plan their time and how much effort was required etc. Want quick timely feedback Wanted to know how they are performing so they could adjust their performance for the next module Time poor Have careers and families Are studying at night - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 10: Solution – we propose 1 Minor NOT major changes Originally thought there would be a major restructure of courses. Was concerned and I am sure you were concerned. Requires minor tweaks Ready for 2017 Five months or 22 months to make changes All assessment must have feedback Non-negotiable. Core concern with the reviewers and core concern with students.
- you choose type of feedback Give them correct answers Point to specific sections of literature for correct answers Allow them to redo quiz till they achieve Section by section 1 formative assessment before Census date Census dates 31 st March & 31 st August One month after course commencement Give students a taste of the course demands, content, structure etc. Feedback given in < 2 weeks (recommend 1 week) Should be a week, before students move on to next task While task is fresh in their mind. Parts of this can be automated: A range of technologies – not a concern Students need to know how they are proceeding - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 11: Solution – we propose 2 New assessment policy will have the following parameters: < than 5 summative assessments per course Less than five graded tasks through-out course. Students tired of being marked. Graded tasks towards second half of course. Each summative assessment worth = or < 50% Not putting all assessment into two tasks Summary: To satisfy the above parameters you should have: 2 to 4 summative or graded assessment tasks In the second half of course At least one major essay At least one MCQ quiz
Could be made up of: Global Assessment mark 25% MCQ mark 30% Final essay 45% - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 12: Solution – we propose 3 Ideally formative assessment till the last couple of weeks of course - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 13: Concerns you might have – cheating Experience: When MCQs repeated – performance decreases Students, from online course, unlikely to collaborate
Practical Tips: One MCQ per screen – easy to set up Quick response time – no time to copy question Random order Generalised feedback - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 14: Concerns you might have – time Time saving tips: • Self assessment • Peer assessment • Rubrics • Reading game • Audio instead of text • Automate or semi automate - correct answer - refer to answer source - students need to redo quiz till 100% result - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Slide 15: Help ing you! Handout Set up semi or automated feedback Workshops - MCQ writing Online support One on one support Handout
Use technology for feedback Technology changing very fast – not wise to focus on one Technology is the easy part Writing the questions is the challenge Moodle Smartsparrow iSpring The reading game Workshops for MCQ writing Forum of FAQs LTU – find appropriate URLs One on one support Christos Venetis here Mondays & Tuesdays Andrew Lovell-Simons available Tuesdays, Wednesday, Thursdays & Fridays Available to come to your place of practice. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
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