What did I learn today? About PFA – Programme Focussed Assessment, here http://www.pass.brad.ac.uk/short-guide.pdf
How was it useful? It talks about assessing “across” a programme and not keeping all modules completely separate, in other words, show the students the rationale behind the modules that are being taught to them.
What thoughts came up ? I like the idea and on our courses we always try to do cross-modular assessment but I think we should do more as it would help the students and help us.
What did I learn? Despite our best efforts to co-ordinate assesments during semester there is always a rush at the end, the worst time really as it is coming up to exam time also.
What will I do with the information i.e. what next? raise it at the next programme board meeting and see if we can agree some CMA’s for the coming academic year.
What did I learn today? That I have to be careful with the words I use in multiple choice questions. I ran an online quiz for first year students but many of them struggled with some words which were not on lecture slides
How was it useful? My focus was on the questions, it should have been on the person giving the answer
What thoughts came up ? I need to check my questions for terminology, maybe use the concept of a persona when testing the quiz
What did I learn? It all comes back to the student and keeping them at the centre of each experience.
What will I do with the information i.e. what next? Include it in my list of checks for assessments, and do it when verifying other’s assessments.
What did I reflect on today? That assessing groups, especially large groups of groups needs to be “straegically” managed. I was reading a blog post by Fiona Saunders here http://fionasaunders.co.uk/reflections-on-large-class-teaching/ and it got me thinking about the assessments I currently use for students
How was it useful? I liked her mantra of “meaningful”, “equitable”, and “manageable”, I think from now on I will put those three words at the top of every assessment I am writing to help me compose something that is appropriate to the course I am teaching (meaningful), fair to the students (equitable), and does not overload me with work to correct and feedback quickly (manageable)
Any other thoughts? The same mantra could be applied to other aspects of my teaching such as lecture preparation, but I am going to start with assessments first and then possibly expand its use.
What did you learn? That lots of Lecturers face the same challenges as me, and the “Equitable” aspect is something I feel is important, after all, it’s about the students not the teacher.
What will you do with the information i.e. what next? I have amended the template that I use for all assignment instructions to include the Three Little Words, as I write each one going forward I’ll take a few minutes to consider if I have met my own criteria, I’ll keep refining assessments as I know perfection will never be achieved which is good because where’s the fun in that??
What did I reflect on today? Allowing Students to set their own assessment deadlines
How was it useful? I gave an assessment in class with a tight deadline – 24 hours and immediately the reasons why people couldn’t do it in time started coming in
What thoughts came up? At first I was annoyed and sceptical, but as I listened I realised some reasons are valid and allowances would have to be made.
What did you learn? There is some research out already on allowing students to set their own deadlines (within guidelines) and it could be argued that the longer they give themselves, the less time they have for subsequent deadlines. If education is supposed address student needs then this is a good option.
What will you do with the information i.e. what next? Next semester I will try this out, I just need to read a bit more about it from sources such as Moscardo (2009), and Pacharn, Bay, & Felton (2013)
Moscardo, G. (2009). Meeting your own deadlines: Introducing flexibility into student assessment. Journal of Teaching in Travel & Tourism, 8(2-3), 119-138
Pacharn, P., Bay, D., & Felton, S. (2013). The Impact of a Flexible Assessment System on Students’ Motivation, Performance and Attitude.Accounting Education, 22(2), 147-167.
What did I learn today? That group work and assignments can be very rewarding or can get messy, the group I am working in is really pulling together to get everything over the finish line in time. However, some of the student groups I supervise are struggling to act as a group and it is really showing in their output, there is a reduced amount compared to high-functioning groups and the quality is not good.
How was it useful? shows me where we are going right and perhaps apply some of the practices we used to some of my student groups for part two of their projects, things like smartsheet or some other project management tool, a “bonding” exercise?, a few small easily achievable tasks to rebuild confidence.
What thoughts came up? I need to stop every so often and analyse how I feel as a student and relate that to my own students. In every assignment there should be a clear and easy to follow marking scheme which details deliverables, without providing answers of course!
What did you learn? Sometimes as a course progresses the student get pushed to the side in the rush to assess and mark and feed back
What will you do with the information i.e. what next? Over the break I will re-assess my assessment timetable fo rthe upcoming semester and see if there are ways to make it more “sympathetic” and more streamlined for feedback.