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Phyo Kyaw Synoptic Learning and Assessment: An Experience Report.

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Presentation on theme: "Phyo Kyaw Synoptic Learning and Assessment: An Experience Report."— Presentation transcript:

1 Phyo Kyaw Synoptic Learning and Assessment: An Experience Report

2 Synoptic Assessments

3 Outcomes Students were more confident on applying the concepts and methods of one subject area to others –70% of 60 students Students gained a wider perspective of how they view different subject areas Students had the opportunity to work with a scenario similar to real-life projects. Increased staff workload Increased students workload Summative vs. formative assessments

4 Improvements for Year two Need to introduce synoptic learning as well as assessment:- Synoptic Learning and assessment Mapping Synoptic Assessment modules Assignment wording Timetable of the modules and assessments Assignment Integration

5 General guidelines Synoptic learning and assessment rather than synoptic assessment Synoptic assessment should only be applied when it clearly benefits students learning Staff collaboration Apply Synoptic assessment to modules at introductory levels Careful planning

6 Achieving synoptic assessment How to adapt the existing assessment structure? Top-down –The curriculum can be tailored towards SA Bottom-up –An opportunistic and informal, where assessments of different modules can be integrated depending on the nature of the subject area and resources available. Level of integration –The rules for synoptic assessment Types of assessment –External or internal

7 Background Synoptic Assessment – Pulls together independent assessments from a number of modules into a single assessment. Initially to address the:- –lack of coherence in a students understanding of a subject or the connections between elements of the subject. (Dearing 1996) Patrick has identified:- –range or breath, applying knowledge and understanding, use ideas and skills (Patrick 2005) Applied broadly in GCSE and A-Level –Essay, research or enquiry, case studies or experimental work Not so much in Higher Education

8 Aims To promote active learning by allowing students to learn that a solution for the problem statement for one assessment requires the knowledge and experience of the subject areas from different modules To reduce the overall students workload by combining one or more assessment exercises To make assessments more significant and broaden the students understanding To promote staff collaboration and integration across subject areas.

9 Conclusion Based on findings A set of generic guidelines were produced More evaluation is needed Future plans Measurements on Students attainment Top-down approach More quantitative results Construct explicit guidance on the objectives of subject specific content. Skills, concepts, methods, applications and themes

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