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Presented at Variety in Chemistry Education 2014. Using the Transforming the Experience of Students Through Assessment to evaluate a review of the chemistry curriculum at Keele University.
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Need for general review of curriculum
Significant changes in staff
Re-introduction of Royal Society of Chemistry
accreditation (and requirements)
Development of Keele’s Graduate Attributes and
subject specific graduate skills
Inclusion of diverse assessment and feedback
How do you evaluate a curriculum review?
Transforming the Experience of Students
Through Assessment
Reflection on Assessment
and Feedback
Student Questionnaire
Student Focus Group
Inventory of Course
Our TESTA
Journey• Change Academy, Feb.
‘12, Psychology Pilot
• Modular system –provides framework for course-wide perspective
• Keele-wide deployment of ‘TESTA lite’ in Sept. ‘13
• Before and After data for Chemistry Curriculum Review, Aug. ‘14
CC BY-ND 2.0 https://www.flickr.com/photos/philwirks/
The Chemistry Approach
Carried out TESTA ‘lite’ for Major Route Chemistry
1st & 2nd year 60 credits Chem, 3rd year 120 credits
Chem including 30 credit research project
• Old: 65 summative assessments over 240 credits
• New: 54 summative and 8 formative assessments
over 240 credits
[120 credits in 2nd subject in 1st & 2nd year]
0
10
20
30
40
50
60
70
Coursework Written Exam Practical Exam Other
% c
red
its
Broad Assessment Types: Overall
OLD NEW
0
10
20
30
40
50
60
70
80
FHEQ L4OLD
FHEQ L 4NEW
FHEQ L5OLD
FHEQ L5NEW
FHEQ L6OLD
FHEQ L6NEW
% C
red
its
Broad Assessment Types: by Year
Coursework Written Exam Practical Exam Other
0
2
4
6
8
10
12
Lab Book / Report Lab Assessment /Practicals
Practical Exam - Lab based
0
2
4
6
8
10
12
�Lab Book / Report �Lab Assessment /Practicals
�Practical Exam - Labbased
Red – OLD
Blue – NEW
Number of Lab Assessments, Level 4
Number of Lab Assessments, Level 5
0
2
4
6
8
Exam Unseen Class Test (S) Class Test (F)
0
1
2
3
4
5
6
7
8
Exam Unseen Class Test
Number of Exam-type
Assessments
Level 4
Level 5
0
1
2
3
4
5
6
7
8
Exam Unseen Class Test (S) Class Test (F)
Level 6*
Red – OLD Blue – NEW
*estimated
FHEQ L4 FHEQ L5 FHEQ L6
OLD NEW OLD NEW OLD NEW
Presentation
(Individual)1 1 1 0 0 3
Poster
(Individual)1 0 1 1 0 3
Poster
(Group)0 1 0 0 0 0
Presentation Skills
% Breakdown of Feedback Types
Individual typed/writte
n 52%
Generic/Group
typed/written
13%
Model answer
18%
Audio-visual13%
Verbal /face to face group
4%
https://www.flickr.com/photos/domiriel/CC BY-NC 2.0
Shortcomings: Broad Brush
• TESTA defines summative assessment as a point at which marks are allocated.
– judgement required where assignments have multiple assessment points (e.g. Peer vs Tutor)
• Many summative assessments have formative elements
– e.g. peer review of a draft laboratory report
• Many assessments have several ways of awarding marks
– e.g. presentation with self, peer and tutor assessment elements
Conclusions & Acknowledgements
• TESTA is a good way to provoke discussion on assessment and feedback within a course.
• Must acknowledge limitations
• Chemistry course is different, reflects draft Benchmarking statement (but *feels* better!)
• Thanks to: Keele TESTA people, Chemistry staff and students.
Links
• TESTA
http://www.testa.ac.uk/
• Keele’s TESTA sitehttp://www.keele.ac.uk/lpdc/learningteaching/reviewofasses
smentpractices/resources/
