Assessment – one from the unpublished archives from FULT 2015! 

I reviewed a couple of assesssment options: 

PECHA KUCHA method for oral presentations – 20 slides in 20 seconds. 

Assesses key aspects of learning and also oral presentation skills. I think that this could be an excellednt way of engaging the students in the rehabilitation UNSW tutorial group that I run. I have previously found it difficult to engage the quieter students in the course. This would enable them to have an alternative way of making themselves heard in the course, which is different from the “pick on the poor student” or going around the class asking for answers. 
Benefits: 

  1. Time efficient 
  2. Discourages “reading from the script” (but only if done right – there is the risk that students will just tyoe everything that they want to say in size 12 font and read it out…..we have all ben to presentations where this is done, and it is dreadful!!! The limit of 20 seconds per slide though should discourage this!   The slides have to be formatted to they AUTOMATICALLY move forward in 20 seconds. 
  3. Allosw creativity – in a contained way – it’s only 20 seconds!! 

Assessing inclusively 

Fascinating subject, especially considering my own vision impairment. But makes me think that disability or difference comes in many different forms – including: 

  • English as a second language
  • Social anxiety
  • Hearing 
  • Awakwardness with presentations due to difference in various body charactieristics…..

How can we balance the need to assess all students with the rights of the indificual not to be discriminated against……..interesting food for thought.. ….. 

Multiple Choice Questions 

  • Improve student learning performance (SP – but only if they are not learning purely by memorising MCQ questions!!) 
  • Improve perception of quality of learning experience (both Velan 2008) 
  • Easily assess lower order thinking
  • If they are to asserss higher order thinking, need to be carefully constructed and this requires significant subjective judgement. 
  • They should never form the only or major form of summative assessment in university level courses
  • Can effec tively be used as formative assessment….perhaps I could use this as part of my small group tutorial teaching for rehab placements in medical students….but this would require time to prepare the questions. Perhaps there are some questions which could be available online. Preparing the questions could serve several purposes, and could be used to assist with quewstion writing for the college exams
  • Interesting to read about quiz tool software where you can automate presentation and putglication and facilitate administration, scoring and feedback…I will have to look into this!!! 

Dimensions of feedback 

Great to have these parameters clarified for me!! 

  • Formative  versus summative
  • Individual versus generic
  • Manual versus automated 
  • Oral versus written 
  • Student led versus teacher led 
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