Presentation on theme: "Diagnostic Testing : only the beginning A component in a longer process CDC Steele University of Manchester."— Presentation transcript:
Diagnostic Testing : only the beginning A component in a longer process CDC Steele University of Manchester
Manchester 450 000 population Greater Manchester : 2 250 000
Manchester Commonwealth Games 2002 Metrolink Town Hall Industrial Past Roman settlement but rose to prominence during Industrial Revolution Traditional Milling and Textiles Centre Twinned with Chemnitz
University of Manchester Dates back as far as 1824 by several different routes but took its present form in 2004. 35 000 students 29 000 Home/EU 6 000 Overseas 26 000 UG 9 000 PG
University of Manchester 11 500 staff 4 000 academic 2 000 research 341 Buildings
University of Manchester Four Faculties –Engineering and Physical Sciences –Life Sciences –Medical Sciences –Humanities
University of Manchester School of Mathematics –90 academic staff –400-500 mathematics students per year
Service courses to ~ 1000 students in various parts of the University. –Aerospace Engineering –Civil Engineering –Mechanical Engineering –Chemical Engineering –Electrical Engineering –Chemistry –Optometry –Computer Science –Materials Science –Foundation Year
Entry Profiles of Maths Students A-levels –C1, C2, C3, C4 –2 more modules from Mechanics (M1, M2 etc,) Statistics (S1, S2 etc), Decision (D1, D2 etc) –Many students students AS- or A-level in Further Maths –Generally require A+ in maths A-level
Entry Profiles of Service Students A-levels –C1, C2, C3, C4 –2 more modules from Mechanics (M1, M2 etc,) Statistics (S1, S2 etc), Decision (D1, D2 etc) –Some students AS- or A-level in Further Maths
Entry Profiles of Students A-levels. Most Engineering schools ask for Grade B in maths (part of ABB etc) Other UK Qualifications International or European Qualifications University of Manchester Foundation Year
Degree Structure Most Students : 3 year degree. (BSc, BEng etc) Some able students : 4 year undergraduate masters, M Math, M Eng etc Each year : 2 semesters : Sept – Jan and Feb – June. 12 weeks teaching plus exams at end of semester.
The streamed system for Engineers : 1996-2009 Engineers in several schools streamed into P-stream, Q/M- stream, R-stream. Streaming follows diagnostic test but not only outcome of diagnostic test Q/M – stream. Standard R – stream. At Risk P – stream. Elite
Typical P-stream student A at A-level or equivalent Strong on sections C1, C2, C3 May be weak on some C4 material May also be weak on a little earlier material.
Typical Q-stream student B,C at A-level or equivalent Reasonable on sections C1, C2, May be weak on some C3 material Not terribly good on C4 material May also be weak on a little earlier material.
Typical R-stream student May not have officially satisfied entry offer May have large areas of maths which are causing difficulty.
The diagnostic and followup programmes A means to measure weaknesses and concentrate efforts of students in the early weeks towards areas where they may have underachieved in the diagnostic test –Rusty –Not time for teaching –Genuine difficulty with topic. –May not have been taught certain material
Pre-diagnostic mailshot Mock diagnostic posted to prospective students mid-August including –Mock test paper –Answers –Other possible questions –Links to paper and web-based resources describing the topics. –Computerised Practice Questions
Diagnostic Test A test in Freshers week designed to measure student profiles across various mathematical topics.
Diagnostic Testing at UMIST/Manchester Carried out since 1996 1997-2001 : 24 questions (6 sections) in 40 minutes 2002-2009 : 48 questions (12 sections) in 80 minutes Change following curriculum 2000. Total mark less important than series of mini-marks for various sections.
Diagnostic Testing at UMIST/Manchester Carried out since 1996 1996-2004 Short answers 2005-2008 Multiple-choice (optical reader) 2009 Multiple-choice (manual entry) Carried out in Freshers week (week 0). Different times for different schools etc.
Diagnostic Test : Sections A : Arithmetic and Algebra B : Geometry and Trig C : Sequences D : Functions and Algebra E : Polynomials F : Logarithms and Exponentials G : Simple Differentiation H : Simple Integration I : Rational Functions J : Further Differentiation K : Further Integration L : Vectors A-H : C1, C2, C3 Material : I-L : C4 material
Diagnostic Followup Programme For students on P- and Q- streams. R-stream could itself be considered as a followup Allocates up to 2 sections from A-L for P- stream, up to 2 sections from A-H for Q- stream.
Diagnostic Followup Programme Allocates up to two sections based on marks of 0/4, 1/4, or 2/4. Sections A (Arithmetic and Algebra) and D (Functions and Algebra) allocated preferentially, then in alphabetical order. Students told of relevant sections via web- site towards end of week 1 of semester.
Diagnostic Followup Programme Students informed of –Relevant section(s) –References to relevant materials –Includes HELM Resources –Pro-active and re-active sessions in Mathematics Resource Centre. –Practice tests on computer. –Leading up to
Diagnostic Followup Programme Computerised test in week 4 of semester on relevant topic(s) Similar to practice tests. Exercise counts 20% towards coursework for relevant course unit (itself worth 20% of unit assessment).
Diagnostic Followup Programme HELM Resources HEFCE FDTL4 project 2002-2005 Workbooks on various mathematical topics.
Diagnostic Followup Programme Manchester Mathematics Resource Centre. –Support Centre for students to drop into with Mathematical Enquiries. –Also runs pro-active sessions centring on material on Diagnostic Followup. –Centre is within an Engineering Building but open to ALL students.
Diagnostic Followup Programme Computer-assessment Use of STACK, developed by Dr Chris Sangwin, University of Birmingham Accepts mathematical input Gives specific feedback Varies coefficients sensibly
Developments 2007 onwards Regime for Computer-assessment In 2007 explored use of packages analysing algebraic input –STACK –WeBWorK –Maple TA Used in practice version. Not yet in use for actual version (registration issues)
Results 2007 Stud ents Diag Test Follo wup G38953 H126983 I184988 J244987 K 2987 L 6992 Stud ents Diag Test Follo wup A758390 B1146784 C1843890 D1636589 E417093 F246095
Longer Consequences of Diagnostic Test Practice Tests, HELM Materials, Resource Centre all there for further use etc.
Purposes of Diagnostic Test Used to assign students to lecture course groupings (until now) Used to assign students to tutorial groups Used to inform staff of entry profiles of students Used to assign each student an individualised programme of work
Diagnostic Followup for Maths Students Same procedure up to diagnostic test i.e. mailshot, practice questions, Followup made available to maths students but not feeding into coursework. Students told of weaker sections and encouraged to take part in followup on these. Can be used as indicator of students who may or may not be engaging with the course.
University of Manchester Foundation Year Students from countries with an educational system which stops slightly short of level for entry to 1 st year Students desiring a change of direction Students not quite reaching the level for entry to 1 st year
University of Manchester Foundation Year Test B 40 minute test. Three sections from Test A plus 3 sections on more basic work Practice questions provided in advance plus opportunities to try questions electronically. Used to inform staff, to allocate students to lecture courses and tutorial groups etc.
Materials Science Cannot ask for Mathematics A-level or equivalent. Major variations in arrival mathematics profile
Materials Science Test D : 50 minutes. 8 sections i.e. six from Test B test plus two more from test A. Used to decide which students need to go in group for more intensive sessions.
Late arrivals Can be a problem with compulsory followup. Test session a week or two later etc. Envelope-based test system.
Conclusions Students arrive with potential weaknesses in some areas. Take Diagnostic test and weak areas are identified Diagnostic Followup addresses areas of weakness Students can continue to access materials after exercise officially finishes.
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