Online assessment: the use of web based self-assessment materials to Online assessment: the use of web based self-assessment materials to support self-directed learning support self-directed learning

Mary Peat & Sue Franklin, School of Biological SciencesFaculty of Science

3. Mock examination3. Mock examination All students sit the exam as it is timetabled in lab time

45% of student marked the exam at the time of the survey and find this useful for revision and consolidating knowledgeNon-markers of exam indicate they have not yet had time to do it or have had difficulties accessing the online marking scheme

4. SAMs4. SAMs80% of students are using the SAMs

96% like being able to choose the level of difficulty

SAMs are reportedly used to help with assessing understanding of content; testing concepts; relating copncepts

Students report that the feedback they get is very useful in their learning

45% of student marked the exam at the time of the survey

The ProblemsThe Problems Large classes - 1700 first year biology students; lecture sizes of 500; lab classes of 60

Varied academic backgrounds - very heterogeneous; some with little interest in biology

Student approach to learning - used to spoon feeding; tendency to employ surface/rote learning

Teacher /student ratios changing - more students; fewer staff

Use and perceptions of usefulness Use and perceptions of usefulness of resourcesof resources

1. Weekly quiz1. Weekly quizAll students use the quiz as it is part of their continuous assessment (summative in nature)Best aspects of the quiz are the instant feedback; the multiple choice format and that they are quick to complete

2. Crossword puzzles2. Crossword puzzlesUp to 75% of students are using the puzzles at some stage in their learning/revision.

Reported use is to help with assessing understanding of content; with terminology and spelling; and revision of a particular topic/set of related topics

SAMs …..Level 2 - assesses application - some mcqs and drag and drop but mostly format for text input from students - answer not always on the screen

Level 3 - analysis - as for level 2 questions + building diagrams, flowcharts etc.

Level 4 - synthesis of information - many involve writing prose with the use of sample answers for student to score on a 0-5 scale bar

Ideas to overcome problemsIdeas to overcome problemsCreate small student-centred learning communities in large classes - set up peer groups in lab classes; offer collaborative learning experiences; use group projects

Offer flexible learning scenarios; encourage self-directed learning - open drop in centre (Resources Centre); with useful CAL; Virtual Learning Environment on the web

Offer self-assessment opportunities - weekly quizzes online; quizzes in CAL online; mock exam given in first semester; special self-assessment modules (SAMs)

Online assessment activitiesOnline assessment activitiesWeekly quiz - formative and summative functions; mcq style; multiple layers of feedback

Mock exam - opportunity to self-identify “at risk” status; paper-based delivery; web-based marking; extensive feedback

Crossword puzzles - fun activity

Self-assessment modules - SAMs - offer four levels of difficulty; 14 SAMs currently available

Relationship of use to performanceRelationship of use to performance

Poorer students use formative assessment resources more than other Poorer students use formative assessment resources more than other studentsstudents

Reasons for not using resourcesReasons for not using resourcesA particular resource is not used by 20% of students due to a lack of time; lack of knowing they

were available; online access difficulties; or lack of interest/motivation

For some students their learning strategies do not include using these types of resources

Is it worth producing these resources?Is it worth producing these resources?Student responses - our surveys show a clear validation with high Likert means; open-ended questions show strong support for the resources

Student use - they are using them on their own at home or on campus with others; they are using the resources as a learning tool as well as for self-assessment

The future?- we will continue to maintain resources and to provide more

Self-Assessment Modules - use of Bloom’s Self-Assessment Modules - use of Bloom’s TaxonomyTaxonomyLevel 1 - assesses content and knowledge - use of mcqs and drag and drop scenarios; the answer is always on the screen

This research was sponsored by a This research was sponsored by a NextEd/ASCILITE grant for 2002-2003NextEd/ASCILITE grant for 2002-2003

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Marking M-Cexam

SAMs Weekly quiz

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Failing students

Pass grade students

Excelling students