Developing Conceptual Understanding Through Alternative Assessment
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This document discusses using alternative assessments such as infographics and annotated bibliographies. It proposes assessing students through infographics (15%) and assessed problems (20%). Benefits of infographics include condensing information for easier understanding. Considerations include ensuring topics are researchable and developing students' graphic design skills. Feedback from students found ranking peer infographics first helped understand assessment criteria. The document discusses using comparative judgement for peer assessment and collecting student feedback on the process.
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Developing Conceptual Understanding Through Alternative Assessment
- 1. Developing conceptual understanding through alternative assessment k.j.haxton@keele.ac.uk @kjhaxton January 2016
- 2. • 65% exam (paper split between two topics) • 35% coursework – 20% assessed problems (with formative opportunity) – 15% infographic & annotated bibliography • 10% infographic, 5% effort based grades around peer assessment New 3rd Year (Level 6) Module
- 3. ‘Common’ Assessment Alternatives Assessed Problems (direct link to final exam) Writing exam style questions and model answers PeerWise (authoring MCQs and answering/improving MCQs from peers) Essay Lab Report wiki, compiled journal edition, ‘news and views’ article, textbook entry Presentation Video presentation, screencast, interview Poster Infographic
- 4. Assessment takes place: - tutor assessment Students can reflect on own work and grades, consider areas for future improvement or for immediate action issue task to students, assessment guidelines, marking criteria, sample work students read assessment guidelines/mark ing criteria Students prepare coursework Students review their work against the assessment guidelines and edit if required Submit Work
- 5. Self and Peer Assessment Students reflect on own work and that of others, consider areas for future improvement or for immediate action issue task to students, assessment guidelines, marking criteria, sample work students read assessment guidelines/m arking criteria Carry out peer assessment of sample work (incentive) Students prepare coursework Students review their work against the assessment guidelines and edit if required Submit Work Tutor Assessment In isolation from Self and Peer Assessment
- 6. need/want to go beyond algorithmic ability and memorisation of ‘stuff’ Concept: Carl Wieman (paraphrased) An idea that can be applied in multiple contexts to explain and/or predict outcomes Conceptual Understanding
- 7. Infographics https://en.wikipedia.org/wiki/Infographic Information graphics or infographics are graphic visual representations of information, data or knowledge intended to present information quickly and clearly. They can improve cognition by utilizing graphics to enhance the human visual system’s ability to see patterns and trends.
- 9. Infographics “A means of condensing large amounts of information into a form more easily absorbed by the reader” (roughly adapted from https://en.wikipedia.org/wiki/Infographic) - excellent revision tools But what is the benefit of a student creating an infographic?
- 10. Infographic Considerations Advantages Disadvantages What are they? becoming more popular so better ‘understood’ often confused with posters Quantity/quality of information presented focus on single concept or limited data set requires substantial skill at sifting information some students struggle to clearly define concept Referencing and Sources (annotated biblography) check what information came from each source some topics ‘harder’ to research than others Communication skills required develops graphic design skills requires reasonable graphic design skills Online infographic generators Allow focus on content not style Fewer communication skills developed
- 11. Student Feedback “I feel the infographic style of assessment should be added earlier into the course! They are becoming a more popular way of conveying information and it is a good skill to have. They make things easier to understand and are a bit more fun. I would consider using them as a revision tool. Personally, I love Compound Interest and follow them on all social media so I can look at the infographics they produce regularly.”
- 12. Infographics: Considerations Need a series of concepts/ideas equal in complexity • if students pick their own, they will be strategic Need to clearly articulate what is required Graphics • require the students to draw their own wherever possible Annotated Bibliography is superior to a simple reference list • requires justification for each source used • minimum number of journal articles • limit website use
- 13. 40 50 60 70 80 90 100 1 2 3 4 Box Plot – average tutor marks in 15/16 for 4 different concepts Box Mean line
- 14. Assessment Criteria Easy Bits: ‘presentational quality’ & following the rules Hard Bits: addressing the concept, dealing with extraneous information
- 15. Peer Assessment
- 16. Peer Assessment Type Advantages Drawbacks Assigning mark using mark scheme/assessment criteria Engagement with mark scheme required Difficult to differentiate Often leads to very high marks Feedback only More constructive for recipients/encourages reflection very difficult for students to be critical of peers Adaptive Comparative Judgment – ranking a subset of the work Engagement with assessment guidelines and criteria Broadly accurate but difficult to differentiate
- 17. (Adaptive) Comparative Judgment 1 2 3 4 5 Adapted from https://nomoremarking.com/ 6
- 18. Which number was this?
- 19. Which is darker?
- 20. 0 1 2 3 4 5 0 1 2 3 4 5 StudentRank(baedon averageofindividualranks) Tutor Rank (based on number grade) Sample Infographic CJ
- 21. CJ of Concept 1 Complete Infographic on Concept 2 CJ of Concept 2 (Peer Assessment) Assign Grade to own work Intervention: Define Concepts
- 22. 0% 20% 40% 60% 80% 100% Ranking the infographics before making my own helped me understand the assessment criteria better. I do not understand the difference between a poster and an infographic agree neutral disagree
- 23. 0% 20% 40% 60% 80% 100% I found it hard to find scientific journal articles on my concept. I found several references to illustrate points but did not read the referenced source (e.g. journal article, textbook section) fully. I understand how to apply the Vancouver reference format consistently. agree neutral disagree
- 24. 0% 20% 40% 60% 80% 100% Marking (assigning a grade) the infographics would have been easier than ranking them. Ranking the infographics before making my own helped me understand the assessment criteria better. agree neutral disagree
- 25. 6.1 6.1 30.3 9.1 39.4 9.1 Write an exam style question with full model answer Screencast or Video presentation Poster Oral Presentation (in person) Infographic Essay
- 26. No More Marking: https://nomoremarking.com/ Piktochart: http://piktochart.com/ Compound Interest: https://twitter.com/compoundchem Acknowledgements: 3rd Year CHE-30038 students, Dr James Gaynor Useful Links, Acknowledgements, Questions
Notas del editor
- Session 11.7: Developing conceptual understanding through alternative assessment Physical Sciences Dr Katherine Haxton, Keele University This ‘How to’ will cover the use of infographics and peer-assessment to encourage students to develop greater conceptual understanding of key topics. Producing an effective infographic on a concept requires students to develop deeper conceptual understanding and convey that in a primarily graphic manner. In this ‘How to’ presentation I will cover the advantages and potential pitfalls of these types of assessment, including the challenge of writing clear assessment criteria. I will discuss different forms of peer-assessment that could be used and whether asking students to mark sample work is the best approach to enhancing assessment literacy. Other tasks will be discussed that can be used to aid the development of sufficient understanding of the assessment format and criteria prior to submission, and the best way to help students develop confidence in tackling unfamiliar forms of work. - See more at: https://www.heacademy.ac.uk/stem-conference-session-eleven-abstracts#sthash.b1sCvpDL.dpuf
- Redesign of module – two teaching staff, 65% final exam, 35% coursework portfolio. Colleague wanted to do assessed problems – students like it because it is obvious preparation for exam, likely to cover key aspects of the topic and reinforce lecture material. Colleague takes advantage of the assessed problem format to ask more complex questions involving excel data analysis from scientific papers – can’t do that in an exam but still includes sufficiinent complexity. I find it hard enough to set ½ exam paper worth of questions along with a mock paper and appropriate in lecture questions – was not in favour of writing more questions for assessed problems, nor of marking them. Had used infographics the year before in a 2nd year
- Frequently viewed as a way of assigning marks and enabling peer-to-peer feedback Can be used to prompt reflection on own work Can be used prior to assessment to enhance understanding of assessment criteria
- Frequently viewed as a way of assigning marks and enabling peer-to-peer feedback Can be used to prompt reflection on own work Can be used prior to assessment to enhance understanding of assessment criteria
- We want our students to be able to do more than simply ‘know’ facts – knowing is often superficial, temporary and the product of cramming in (crash revising for a test). It isn’t deep, long lasting or how experts work. Being able to solve problems isn’t, in itself, evidence of deeper understanding. Many problems are algorithmic in nature and a strategic student will establish which algorithm is required and apply it. Assessment that tests understanding, particularly of concepts is difficult to write and should force students to engage with the topic in hand in a deeper way. Carl Wieman defined a concept as an idea that can be applied to multiple contexts to explain and or predict outcomes. Conceptual understanding does not involve memorising a series of concepts, it’s about building connections between concepts and considering when they break down. Focussing in on single concepts and asking students to produce something in a different format can help them explore the concept and the contexts of relevance and develop deeper understanding. Anecdotally my students struggle to apply concepts to unfamiliar scenarios – they struggle to unpick what is being asked and identify the key ideas they need to tackle a problem.
- It is our practice now to provide explicit assessment criteria – this is fairly challenging to write in an unambiguous way and in a manner that carries the expectations of all that has come before (so they know how to reference, they know how to format, they should be able to manage a word count) Articulating what you want for an infographic is more challenging, perhaps due to the creative element – always allow for the idea that a student will excel beyond that which you can articulate. I give example work but generally (and deliberately) pitch it to 2i level. I state that this has been done.
- Different types of peer assessment -
- Rather than making an absolute judgement of ‘best’, we compare quality.
- Anyone who has had an eye test is familiar with ACJ – is the green sharper or blurrier or just the same. Comparisons are easier.