Assessment methods for Science & Engineering assignments Assessment method Characteristics Compliance with quality criteria Positive features Negative features (with solutions) Best for…? Set exercises e.g examination or test. Specific, open and closed questions for immediate response. Marked by tutor Specific questions Questions open or closed Immediate response required Stressful for students Formal assessment e.g. exam Informal assessment e.g. quiz Time constrained Set date and time Independent completion Regulated/controlled situation and responses Can be numerically marked Validity Dependent on questions being linked to AC and grading criteria. Easy to control content and outcomes through closed questions Extent of challenge can be controlled through use of open or closed questions Fewer problems over meeting deadline for completion Authenticity assured With a marking scheme reliability and consistency high. The use of open questions leads to an “approach or process based focus” which is more useful in real situations. Opportunities for either open or closed book assessment and use of supporting information e.g. formulae sheets etc. Good practice for HE. Can be unimaginative and uninteresting (place questions into relevant context, link to other units where data is collected) Too much assessed at one time (increase the number of short time constrained assessments to spread the load, do in class to reduce stress, build a portfolio) Stressful for students (allow access to formulae sheets during assessment, have a flexible time limit, pre-assessment questions in draft test etc) Closed questions can lead to “answer based focus” only (include open questions) Can lead to over assessment e.g.one question per AC or part of AC.(use problem solving questions AC skills can be demonstrated In Diplomas where progression is to HE programmes where high levels of scientific/engineering knowledge is required as a pre-requisite. Where authenticity is paramount. Reliability and consistency With a well-planned marking scheme should be a high level Fitness for purpose Dependent on diploma and progression routes involved and relevance of assessment strategy Inclusivity Dependent on questions, use of language, a sufficiency of time, appropriateness to diploma Authenticity Should be high Sufficiency Question should be at level 3, but not above. Currency Consistent with current thinking and practice in the subject area.
Assessment method Characteristics Compliance with quality criteria Positive features Negative features (with solutions) Best for…? Case study: consideration of a particular, relevant situation or example selected by the tutor or students, which enables students to apply knowledge to specific situations. Marked by tutor Open question/topic – student can choose a topic relevant to their projected HE progression route Requires good time management Deadline to work to Either Independent or group-work completion Regulated/controlled format (eg. structure, word count etc) NB – lot of information available with which to construct case studies Validity Dependent on marking being linked to AC and grading criteria. Can be imaginative and interesting, real world issues. Extent of challenge can be controlled through use of clear structure and word count (use of ‘writing frame’?) The use of open questions leads to an “approach or process based focus” which is more useful in real situations. Can raise awareness of Health & Safety issues Includes ‘real world’ issues/examples Student has more control over management of their time. Potentially less stressful. Opportunities for personal research. Individual learning. Can be stressful for students – requires clear time management strategies in order to meet deadlines over an extended time period Difficult to control content and outcomes. Clear and comprehensive instructions required Problems inherent in group work – who did what? Working with others? Possible authenticity issues Requires a clear marking scheme – however reliability and consistency can be variable. In Diplomas where progression is to HE programmes where high levels of research skills is required as a Application of skills. Development of many scientific and engineering skills. Testing understanding. Prepares students for university. Reliability and consistency With a well-planned marking scheme should be a high level Fitness for purpose Dependent on diploma and progression routes involved and relevance of assessment strategy. Inclusivity Dependent on questions, use of language, a sufficiency of time, appropriateness to diploma Authenticity Should be high – requires clear referencing, but some danger of plagiarism Sufficiency Question should be at level 3, but not above.
Opportunities for breadth and depth of study to help with differentiated grading judgements. Opportunities for it to a “staged” assignment, tasks released in stages Currency Consistent with current thinking and practice in assessment Practical investigation: knowledge and skills applied to a practical investigation, usually laboratory based, and written up in the form of a report. Specific procedure and questions Questions can be open or closed Immediate response required in the lab, followed by time to produce report Time constrained in the lab. Set date and time for lab work Independent or group work completion of lab work (depends on many factors) Regulated/controlled situation and responses Health & Safety issues Can replicate work experience. Validity Dependent on lab work and associated questions being linked to AC and grading criteria. Easy to control content and outcomes Extent of challenge can be controlled through use of clear instructions Fewer problems over meeting deadline for completion Authenticity assured for lab work. However report may require clear references With a marking scheme reliability and consistency high. Raises awareness of Health & Safety issues Hands on, potentially interesting and stimulating. Can be unimaginative and uninteresting (place activities into context, link to other units) Can be too much assessed at one time Lab work can be stressful for students (allow access to formulae sheets, if possible have a flexible time limit, pre-practice with laboratory equipment) NB. – all students have to be ‘hands-on during lab sessions. Not all students are comfortable with lab work.(careful selection of students for the diploma) In Diplomas where progression is to HE programmes where high levels of is required as a pre-requisite. Where additional skills are to be developed. Where student is required to make decisions on most appropriate method and apply skills. Reliability and consistency With a well-planned marking scheme should be a high level Fitness for purpose Dependent on diploma and progression routes involved and relevance of assessment strategy. Inclusivity Dependent on questions, use of language, a sufficiency of time, appropriateness to diploma Authenticity Should be high – however report may require clear referencing – danger of plagiarism if any group working
Requires equipment and facilities. Can reduce time management issues Plagiarism more easy to identify through close supervision of activity. Possibility of investigation not producing any or the wrong results. Coping strategies required. Sufficiency Skills required should be at level 3, but not above. Currency Consistent with current thinking and practice in assessment. Requires equipment and other resources.