Online assessment: the use of web based self-assessment materials to support self-directed learning Online assessment: the use of web based self-assessment materials to support self-directed learning Mary Peat & Sue Franklin, School of Biological Sciences Faculty of Science 3. Mock examination  All students sit the exam as it is timetabled in lab time  45% of student marked the exam at the time of the survey and find this useful for revision and consolidating knowledge  Non-markers of exam indicate they have not yet had time to do it or have had difficulties accessing the online marking scheme 4. SAMs  80% of students are using the SAMs  96% like being able to choose the level of difficulty  SAMs are reportedly used to help with assessing understanding of content; testing concepts; relating copncepts  Students report that the feedback they get is very useful in their learning  45% of student marked the exam at the time of the survey The Problems  Large classes first year biology students; lecture sizes of 500; lab classes of 60  Varied academic backgrounds - very heterogeneous; some with little interest in biology  Student approach to learning - used to spoon feeding; tendency to employ surface/rote learning  Teacher /student ratios changing - more students; fewer staff Use and perceptions of usefulness of resources 1. Weekly quiz  All students use the quiz as it is part of their continuous assessment (summative in nature)  Best aspects of the quiz are the instant feedback; the multiple choice format and that they are quick to complete 2. Crossword puzzles  Up to 75% of students are using the puzzles at some stage in their learning/revision.  Reported use is to help with assessing understanding of content; with terminology and spelling; and revision of a particular topic/set of related topics SAMs …..  Level 2 - assesses application - some mcqs and drag and drop but mostly format for text input from students - answer not always on the screen  Level 3 - analysis - as for level 2 questions + building diagrams, flowcharts etc.  Level 4 - synthesis of information - many involve writing prose with the use of sample answers for student to score on a 0-5 scale bar Ideas to overcome problems  Create small student-centred learning communities in large classes - set up peer groups in lab classes; offer collaborative learning experiences; use group projects  Offer flexible learning scenarios; encourage self-directed learning - open drop in centre (Resources Centre); with useful CAL; Virtual Learning Environment on the web  Offer self-assessment opportunities - weekly quizzes online; quizzes in CAL online; mock exam given in first semester; special self-assessment modules (SAMs) Online assessment activities  Weekly quiz - formative and summative functions; mcq style; multiple layers of feedback  Mock exam - opportunity to self-identify “at risk” status; paper-based delivery; web-based marking; extensive feedback  Crossword puzzles - fun activity  Self-assessment modules - SAMs - offer four levels of difficulty; 14 SAMs currently available Relationship of use to performance Poorer students use formative assessment resources more than other students Reasons for not using resources  A particular resource is not used by 20% of students due to a lack of time; lack of knowing they were available; online access difficulties; or lack of interest/motivation  For some students their learning strategies do not include using these types of resources Is it worth producing these resources?  Student responses - our surveys show a clear validation with high Likert means; open-ended questions show strong support for the resources  Student use - they are using them on their own at home or on campus with others; they are using the resources as a learning tool as well as for self-assessment  The future?- we will continue to maintain resources and to provide more Self-Assessment Modules - use of Bloom’s Taxonomy  Level 1 - assesses content and knowledge - use of mcqs and drag and drop scenarios; the answer is always on the screen This research was sponsored by a NextEd/ASCILITE grant for