Can a Big Change in Continuous

Assessment

lead to a Big Change in

Conceptual Understanding?

Dr Lynn Moran,Presenters: Karl Gale & Sarah

AnnandDepartment of Physics

Changes in Continuous Assessment

– Background / Aims

– Assessment Changes

– Logistical Changes

Changes in Conceptual Understanding?

– Results

– Observations

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Changes in Continuous Assessment

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Background

• 4th yr running PHYS124 (Thermodynamics & Kinetic Theory)

• Always positive feedback on lectures

• Students struggle to apply theory to homework assignments

• End of module -> exam week ≈ 11 weeks

• Exam results average

• In exam students (correctly) recall/explain bits explained in

a slightly ‘different way’ e.g. demonstrations

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Aims

• To engage the students with the

material throughout the module.

• To encourage ‘deep’ rather than

‘surface’ learning strategies.

• To require the students to apply

theory to problems throughout the

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Continuous Assessment

Year 2007/08 2008/09 2009/10

Method 3 homework sheets

4 PBL projects 4 PBL projects

    6 electronic assignments

6 electronic assignments

% of Total Module Mark

10% 30% 50%

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Logistical Changes (1/2)Lecture theatre Flat room with moveable tables

OLD SET UP NEW SET UP

Accommodation

Tiered lecture theatre Flat room with moveable tables

No demonstrators PG demonstrators

Whole group 3 sessions 3 sessions, group halved for 1

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Logistical Changes (2/2)

Monday ‘facilitation’ sessions – Class divided in half for facilitation session

Tuesday slots used for ‘techniques’ sessions

Friday ‘presentation & peer-assessment’ sessions

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Mastering Physics

Pearson Education product

Weekly assignments

Immediate feedback

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Introduction

• Very important to ‘sell’ PBL to students

• Introductory project to allow them to learn to overcome the difficulties of group work

• To allow them to become familiar with the assessment methods

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Project 1

You are interested in purchasing a new ‘green’ car.

Which one should you buy in order to minimise the overall cost?

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Changes in Conceptual

Understanding?

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Homework Sheets 1 2 3

Average mark 2007-08 45 37 50

Median mark 2007-08 45 30 45

Work Submitted (%) 2007-08 62 49 40

Continuous Assessment 2007/08

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PBL ProjectsProject 1 2 3 4

Average mark 2008-09

69 73 73 76

Average mark 2009-10

75 70 80 79

Median mark 2008-09

75 76 75 78

Median mark 2009-10

77 70 85 82

Work Submitted (%) 2008-09

100 94 91 89

Work Submitted (%) 2009-10

100 100 97 97

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Mastering PhysicsMP Assignment 1 2 3 4 5 6

Average mark 2008/09 65 78 77 80 71 71

Average mark 2009-10 79 74 78 76 73 88

Median mark 2008-09 66 83 84 88 80 80

Median mark 2009-10 89 80 85 81 77 96

Work Submitted (%) 2008-09 91 87 82 68 74 77

Work Submitted (%) 2009-10 95 94 95 94 95 96

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Comparison with other modules

In 2 other 7.5 credit year 1 modules in semester 2

Attendance

PBL average 78% (2008/09) 90% (2009/10)

2 other modules average 53%

MP Assignments

Paper/Electronic: Number of Students 80% Ave Mark 73%

Electronic Only: Number of Students 58% Ave Mark

42%

PBL: Number of Students 87% Ave Mark 76%

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12.5 25 37.5 50 62.5 75 87.5 1000

5

10

15

20

25

Class Test (Students v Marks)

Marks

Comparison with other modules

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2 Repeat Students

• 2 mature students – repeating the year

• 3rd attempt at examination

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ExaminationLeave the exam in exactly the same format as

the previous year or completely different?

If the same: Would I be measuring influence of

PBL?

If completely different: Would any comparison be

possible?

2 questions worth 50% each

Changed 1 completely, 1 not at all!

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Examination

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Feedback from both years confirms

Van Kampen et al (2004),

‘it was easier to revise as I remember what was covered in the module better from having to research the information and apply it.’

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Conclusions

• Students engaged & took ownership of the

problems

• ‘Complained’ that they put in far more work

in this module than any other

• Better problem solving ability demonstrated

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The Future• 2009/10 introduced The Year 1 Project in week 1 of semester 1

• 2010/11 Year 1 Project will increase from 2½ days to 1 week long

• 7.5 credit module in semester 1 to become PBL based

• 2011/12 hope that an advanced laboratory in year 2 will be

based on enquiry based learning as a basis for final year

projects.

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