2. FORMATIVE ASSESSMENT THROUGH PEER- INSTRUCTION COLIN BELL LECTURER IN ENGINEERING DESIGN OXFORD BROOKES UNIVERSITY 2014

3. WHAT IS FORMATIVE ASSESSMENT? Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11(3-4), 283-289. EducationalAssessmentEducationalAssessment FormativeFormative Shapes Student learning Shapes development of teaching curriculum SummativeSummative Summarises student learning Evaluates teaching quality Only formative if something is dependent on the outcome of the assessment and the information gained is used to alter teaching and learning process

4. WHY USE FORMATIVE ASSESSMENT? Continuous monitoring and improvement of teaching style Adjustment of course material to suit needs of students Local (institute-level requirements) National-level aims and goals Sharpe, R. (2012). Engaging with graduate attributes. Brookes e-Journal of Learning and Teaching. Vol.4.Iss.1. Available at: http://bejlt.brookes.ac.uk/articles/engaging-with-graduate-attributes/ UKPSF. (2011). The UK Professional Standards Framework for teaching and supportng learning in higher education. Available at: http://www.heacademy.ac.uk/assets/documents/ukpsf/UKPSF_2011.pdf “you don’t fatten the pig by weighing it”

5. INSPIRATION FOR PEER INSTRUCTION (PI): PI includes questions designed to engage students and uncover difficulties with the material Basic premise requires students to apply core concepts being presented and then explain those concepts to their fellow students Students are not graded on these tests Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74. Presentation from Prof. Eriz Mazur of Harvard University “Many students learn very little physics from traditional lectures”

6. INCORPORATING PI FORMATIVE ASSESSMENT Taught technical drawing previously for several years Weekly assessed exercises that combines formative and summative assessment Found that students didn’t pay much attention to feedback and were more concerned about grade Bloom, B. S. (1969). Some theoretical issues relating to educational evaluation. Educational evaluation: New roles, new means, 26-50. Weekly marking outside of class Weekly marking in front of class Weekly student marking SUMMATIVEFORMATIVE GoodBetterBest