January 31, 2007, by Teaching at Nottingham
Assessment: in class multiple-choice
Julian: “If they are making any errors of description then we can talk them through ‘that’s not really the gizzard that’s the ovary’. So talking them through and helping it, at the end of it we get a multiple choice questionnaire which we ask them to complete, based on both the lab and also the lecture as well so that’s an assessment of their knowledge and understanding at the end.”
Kate: “Does that count towards the final mark?”
Julian: “It counts towards the module mark, certainly. The module is assessed through a number of routes, formal examination at the end of the module, but also coursework as we go through it.”
Martin: “You can talk to each other and discuss the answers. So all your observations should have been done by now.”
Students discussing the lab work.
Martin: “Because the test is formative as well as summative we need to have some kind of discipline put on them to make sure they are learning things, but at the same it’s nice if we can turn the assessment process into a learning process.
“So the questions are straight forward but they need to discuss with each other to make sure they are getting them right, and many of them learn during that process. Now the mcq makes up a small proportion of the module mark because in a couple of weeks time they have a formal exam.
“But I know from past experience that the marks for the mcq will be quite high, they will be in the 60s, 70s, 80s range and that’s what I would expect, but that comes I think because they have learnt something in the process of being assessed.”
Julian and Martin are teaching second year Biosciences students about reproductive physiology at Sutton Bonington. Produced January 2007.
This video was originally published as part of PESL’s Teaching at Nottingham collection.
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