Effecting Sustainable Change to Assessment Practice and Experience in the Biosciences; The ESCAPE project

Dr Helen Barefoot University of HertfordshireProfessor Mark Russell King’s College London

Assessment challenges…

Assessment Challenges in Biosciences• Over-emphasis on assessment of

learning• Disengagement in study activity

outside of class• Difficulties in providing timely

feedback• Diverse and large student cohorts• Poor attendance / engagement at

lectures.• Poor student use of feedback

The ESCAPE project

The ESCAPE Process

Individual dialogue with

project manager and

review of current

practice using appreciative

inquriy

Two day event module teams:

* sharing of challenges

* exploration of pedagogical

values and beliefs

* consideration of principles of good practice

Assessment redesign with support from the project

team

Assessment implementation

with support from project

team

Evaluation of assessment

practice

Event for module teams.: dissemination

of experiences / sustainability

planning

Effectiveness vs. efficiency

Waste of time

Effectiveness

Effi

cien

cy (o

r 1/t)

Regular in-class, low stake tests (EVS) - Fang Lou

• Context: 100% coursework module, large student numbers

• Pedagogy: Low stake regular tests• Challenge: little opportunity to gain feedback on

understanding, poor attendance/engagement in lectures, difficulties in providing timely feedback

• Technology: Electronic Voting System (EVS)

Previous assessment schedule New assessment schedule

Laboratory report (20%) Laboratory report (20%)

Poster presentation (20%) Poster presentation (20%)

Formative progress test (0%) Formative progress test (0%)

Summative progress test 1 (Sem A) (25%) Summative progress test 1 (Sem A) (25%)

Summative progress test 2 (early Sem B) (10%)

10 EVS drop quizzes throughout module (10%)

Summative progress test 3 (Sem B) (25%) Summative progress test 3 (Sem B) (25%)

Original assessment pattern

Redesigned assessment pattern

Weekly Assessed Tutorial Sheets (WATS)• Context: 50% coursework: 50% exam module,

large student numbers• Pedagogy: Regular out of class numeracy tasks• Challenge: Difficulties with numeracy and low

levels of study outside of classes• Technology: Data gatherer

WATS number Topic area Mean Score4 Indices and scientific notation 87

9 Logarithms 82

3 Basic mathematical skills 81

7 SI units 76

2 BODMAS and basic arithmetic 75

5 Ratios and percentages 75

6 Concentrations 74

10 Dilutions 69

14 Half-life, percentages, dilutions, ratios 64

15 Easier fun calculations 63

13 Dilutions, physiology related calculations 48

11 Moles, pH, linear regression 47

8 Dilutions 46

12 Half-life, Lambert-Beer law, physiology related calculations 46

• Context: 100% coursework module, large student numbers

• Pedagogy: Peer assessment• Challenge: Not enough self reflection, too much

moderation• Technology: Data gatherer

Briefing workshop

Laboratory experience

Writing of individual

report

Peer marking activity

Mark and give

feedback

Technology enhanced peer assessment – Fang Lou and Helen Barefoot

SA A NAND D SD0

1020304050607080 This peer assessment activity

was beneficial for my learning

SA A NAND D SD0

1020304050607080 As a consequence of the peer assessment I

feel better prepared for my next lab report

SA A NAND D SD0

102030405060708090 I benefited from marking

another persons work

SA A NAND D SD0

102030405060708090 I benefited from considering my own re-

port in relation to the piece of work I was marking

Num

ber o

f stu

dent

resp

onse

s

(Barefoot et al, 2011)

ESCAPE ThemesGood assessment for learning … …Engages students with assessment criteria…Supports personalised learning…Focuses on student development…Ensures feedback leads to improvement…Stimulates dialogue…Considers staff and student effort

SummaryBenefits arising from the assessment innovations include:• Improved interactivity within lectures• Improved student activity beyond the lecture• Prompt feedback• More opportunities for peer learning• Reduced marking load• Improved self-awareness of learning and self-

regulation

ESCAPE Resources• https://jiscdesignstudio.pb

works.com/w/page/ESCAPE-Project

• Blog http://escape-uh-jisc.blogspot.com/

References• Barefoot, H.C, Lou, F. & Russell, M.B. (2011) Peer Assessment: Educationally

Effective and Resource Efficient, Blended Learning in Practice, (5), pp 21-35

• Biggs, J.B. (2003). Teaching for quality learning at university. Buckingham: Open University Press/Society for Research into Higher Education. (Second edition)

• Brown, G., Bull, J., & Pendlebury, M. (1997). Assessing student learning in Higher Education. New York: Routledge.

• Gibbs, G., & Simpson, C. (2004). Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education, 1(8), pp 1-12

• Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.