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Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching Designing Assessments (in Engineering) Stuart Palmer.

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Presentation on theme: "Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching Designing Assessments (in Engineering) Stuart Palmer."— Presentation transcript:

1 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching Designing Assessments (in Engineering) Stuart Palmer http://commons.wikimedia.org/wiki/File:Ready_for_final_exam_at_Norwegian_U niversity_of_Science_and_Technology.jpg #deakeng

2 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng SETU 'assessment' items (T2 2010) SETU itemMeanS.D.Agr.Dis.Diff. Uni3. The workload in this unit was manageable. 3.96 0.9277.67.770.0 4. Requirements in this unit were clear. 3.91 1.0474.711.163.6 5. The teaching staff gave me helpful feedback. 3.90 1.0671.710.661.1 Fac3. The workload in this unit was manageable. 3.94 0.9476.37.968.3 4. Requirements in this unit were clear. 3.90 1.0673.711.462.3 5. The teaching staff gave me helpful feedback. 3.81 1.1267.713.254.5 Eng3. The workload in this unit was manageable. 3.74 1.0168.411.556.9 4. Requirements for this unit were clear. 3.74 1.1268.214.154.1 5. The teaching staff gave me helpful feedback. 3.47 1.2756.022.8 33.2

3 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng

4 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Five contemporary assessment issues in higher education ? http://commons.wikimedia.org/w/index.php?title=File:Thomas_Young- An_Essay_on_the_Cohesion_of_Fluids.pdf&page=1&uselang=en-gb

5 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Five contemporary assessment issues in higher education 1.Capturing the potential of online assessment 2.Designing efficient and effective assessment for large classes 3.Responding to plagiarism and developing policies to foster academic honesty 4.Using assessment to guide effective group work 5.Recognising the needs of students unfamiliar with assessment practices in Australian higher education

6 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Differing perspectives on assessment James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Melbourne: CSHE. Page 8.

7 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Purpose(s) of assessment ? http://commons.wikimedia.org/wiki/File:Belt_Problem_v2.svg?uselang=en-gb

8 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Purpose(s) of assessment – broadly: Formative (for learning) guide and encourage effective approaches to learning assist students to learn ensuring students can identify high quality work provide feedback on student performance Summative (of learning) validly and reliably measure expected learning outcomes define and protect academic and professional standards

9 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Where does assessment fit in? Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane: University of Queensland, The Value Added Career Start Program. Page 3.

10 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Program mapping Bachelor of Engineering – Mechanical major Year 1SEB121SEP101SIT199SED102SEE103SEM111SIT194SIT172 Year 2SIT294SEM212SEM218ElectiveSEB323SEM223SED202SEM314 Year 3SEE321SEM322SED302ElectiveSEB322SEE434SEM422SEM327 Year 4SEJ441SEM405SEM413ElectiveSEJ442SEB421SED402Elective SEP490 Written communication Mechanical design Problem solving Program objectives

11 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Bloom's taxonomy Knowledge Understanding Application Analysis Synthesis Evaluation Recognition Recall Facts Subject matter Grasp meaning Order and group Infer causes Translate context Use information Use equipment Solve problems Use methods Discern patterns Organise parts Identify parts Simplify Combine ideas to create an original product Creative thinking Discriminate Think critically Make judgement Argue Define Describe Find Tabulate Classify Compare Explain Summarise Calculate Demonstrate Estimate Report Analyse Correlate Quantify Interpret Adapt Design Formulate Hypothesise Argue Choose Justify Recommend ? http://www.tedi.uq.edu.au/downloads/bloom.pdf

12 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Learning objectives in program core units Knowledge Understanding Application Analysis Synthesis Evaluation

13 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng MAE406 – Business and Financial Econometrics Learning objectives On completion of this unit students should be able to: 1. Link the economic theory and real world data and establish a proper econometric model based on the economic and financial concepts; 2. Estimate an econometric model with the most ideal methodology; 3. Interpret the estimated results; and 4. Formulate policies based on results obtained from the econometric analysis. Assessment name WeightDue date 2 Brief description 1 Linked learning objective(s) Test(s)20%Refer to DSO Short questions covering earlier chapters in the textbook. 1,2 Assignment30%13 May 2011 3000 words – econometric analysis and modelling 1-3 Examination50%Examination period It is your responsibility to determine the date, time and location for the examination from Student Connect. Thr ee-hour; closed-book 1-4

14 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Eng. PBL unit from Aus uni.

15 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Assessment criteria / Rubrics From Deakin’s Assessment procedure: “… a tool used to articulate expected standards at various levels of performance in assessment. The criteria for each level of performance (from high distinction through to fail) are explicitly described in clear language to assist students to understand and interpret these descriptions.”

16 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Civil Eng rubric http://www.adelaide.edu.au/erga/publications/maier_2ndyr.pdf

17 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng In summary … Jolly, L. (2001). Graduate Attributes Fact Sheet 1.10 Implementing Graduate Attributes. Brisbane: University of Queensland, The Value Added Career Start Program. Page 3.

18 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Continuous formative assessment Put existing weekly problem sets and/or review questions on DSO as online quizzes Computer can ‘mark’ and provide student feedback Student usage and scores are recorded Could be ‘taken into account’ if student requests or needs any form of special consideration later

19 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Self-and-peer assessment http://spark.uts.edu.au http://tectra.it.uts.edu.au

20 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Multi-choice quizzes HNN112 - Principles of Nursing Care Content This unit is the first of two in the Clinical Studies in Nursing: Year 1 cluster. In this unit the notions of person-centred care, the role of nursing in the interdisciplinary team, evidence-based practice, and quality improvement approaches in health care are explored. To achieve this, opportunities are provided for students to explore the role of nurses in promoting healing environments for patients and their families. Key concepts to be addressed include assessment and management of patient function and risk, and promotion of patient comfort. An orienting framework will be provided to enable students to understand nursing skill development throughout the curriculum. Students will have the opportunity to further develop and integrate knowledge and skills learned during a one (1) week clinical placement. Assessment Online tests 3 x 20 minute (equivalent 1000 words) 40%, examination (2 hours) 60%, laboratory skills (equivalent 500 words) hurdle requirement, clinical assessment: 40 hours pass/fail http://www.dreamstime.com/item.php?imageid=7299038

21 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Project-based learning Typically involves : solution of a problem or completion of a task requiring students to complete a number of educational activities that drive learning; generally, students work in teams to complete a project; the project is non-trivial and often multidisciplinary in nature, requiring work over an extended period of time; normally, the project involves the development of a concrete artefact – a design, a model, a thesis, a computer simulation, etc.; the culmination of the project is often a written report and/or oral presentation describing the project methods and the final product; and teaching staff take an advisory rather than authoritarian role.

22 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Student portfolios 1. Previously used hardcopy portfolio? 2. Previously used electronic portfolio? 3. Aware of the concept of graduate attributes? 4. Aware that Engineers Australia has a list of graduate attributes? 5. Aware that Deakin University has a list of graduate attributes? 6. Link between study & assessment, and development of GAs? 7. Understand the purpose of a student professional portfolio?

23 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng ERA 'A' journal publications Palmer, S., Holt, D. and Bray, S. (2008), Does the discussion help? The impact of a formally assessed online discussion on final student results, British Journal of Educational Technology, v39, n5, pp. 847-858. Palmer, S., Bray, S. and Hall W. (2008), What is the on-campus experience? Engineering student study and work, International Journal of Engineering Education, v24, n4, pp. 802- 810. Palmer, S. (2004), Authenticity in assessment: reflecting undergraduate study and professional practice, European Journal of Engineering Education, v29, n2, pp. 193-202. Palmer, S. (2002), An Evaluation of Undergraduate Engineering Management Studies, International Journal of Engineering Education, v18, n3, pp 321-330. Palmer, S. (2001), Engineering flexible teaching and learning in engineering education, European Journal of Engineering Education, v26, n1, pp 1-13.

24 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng ERA 'A' Eng Ed publication opportunities A*Journal of Engineering Education AEuropean Journal of Engineering Education AInternational Journal of Engineering Education AIEEE Frontiers in Education conference ASEFI Research on Engineering Education Symposium

25 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng STALGS 'assessment' projects Enhancing student engagement: strategies to improve student-staff interactions with particular reference to assessment feedback Fair Assessment and Reflective Learning: A cross-faculty online self-and-peer- assessment tool for teamwork assignments piloted in architecture and business communications Developing a framework for discipline-contextualised graduate attributes in the professional field of engineering: enhancing student achievement of Deakin's graduate attributes Innovative, relevant and responsive assessment practices in higher education https://staff.deakin.edu.au/teaching-learning/grants/stalgs.php

26 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Assessment resources ITL PD modules: http://www.deakin.edu.au/itl/pd/tl-modules/assessment/index.php http://www.deakin.edu.au/itl/pd/tl-modules/assessment/index.php ATN assessment conference: http://www.iml.uts.edu.au/atnassessment/index.html http://www.iml.uts.edu.au/atnassessment/index.html CSHE report: http://www.cshe.unimelb.edu.au/assessinglearning/index.html http://www.cshe.unimelb.edu.au/assessinglearning/index.html Boud / ALTC / UTS assessment futures project: http://www.iml.uts.edu.au/assessment-futures/ http://www.iml.uts.edu.au/assessment-futures/ The Higher Education Academy Engineering Subject Centre http://www.engsc.ac.uk/home http://www.engsc.ac.uk/home

27 Institute of Teaching and Learning – Academic partnering to promote excellence in learning and teaching #deakeng Thank you for your time


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