Group demonstrations and reports in
engineering
John Mitchell
UCL Electronic and Electrical Engineering
With thanks to: Sally Day, Rosalind Duhs, Lewis Elton, Tony Kenyon,
Oleg Mitrofanov, Cyril Renaud, Miguel Rio, Ed Romans, Seb Savory,
Jan Smith, Benn Thomsen.
Innovations in assessment: the student learning experience
Developing scenario-based learning for
formative and summative assessment
• It is not in fact teaching but assessment that plays the
largest part in guiding students’ learning. 1
• it can be argued that giving learners feedback is just about
the most important dimension of the work of teachers in
post-compulsory education … but perhaps all told,
formative feedback is the vital dimension, as given at the
right time and in the best possible way it can lead learners
steadily towards successful achievement in summative
assessment contexts. 2
1 Snyder
2 Race
B.R, (1971) The Hidden Curriculum. New York; Alfred A Knopf
P. (2005) “Making Learning Happen”, Chapter 5, Learning through Feedback, London, Sage
Rational for assessment developments
• Students didn’t perceive that
they were receiving feedback
• Highlighted in the national student survey
• Feedback on my work has been prompt.
• Agree – 41%
• I have received detailed comments on my work.
• Agree – 49%
• Feedback on my work has helped me clarify
things I did not understand.
• Agree – 53%
“The NSS has highlighted that students are notably
less positive about assessment and feedback on their
assignments than about other aspects of their learning
experience.” Exploring the National Student Survey, The HEA
NSS - Engineering and Technology, UCL
Scenarios
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•
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Building on the PBL in E&EE
Following Civil Engineering model
One week, self contained, group work scenarios
Supporting learning not teaching new material
3 first year scenarios and 2 second year scenarios
Currently in third year
STUDENT–CENTRED LEARNING: WHAT DOES IT MEAN FOR STUDENTS AND LECTURERS?
Geraldine O’Neill and Tim McMahonIn: Emerging Issues in the Practice of University Learning and Teaching
Problem Based Learning
• Iterative Assessment Cycle
– Report submitted at end of problem for summative
assessment
– Opportunity to use feedback to improve report
– At end portfolio of reports submitted for formative
assessment
• Narrative Commentary introduced
• Peer Assessment
Opportunities for Feedback in Scenario
Assessment
Formative
Summative
Scenario Assessment
• A mix of instruments used
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–
–
–
Milestones
Presentations
Competitions
Individual technical reports
• Traditional reports
• Critical Assessments
– Group technical output
• User manual
• Due diligence document
• Presentations
– Individual Narratives
SUMMATIVE
FORMATIVE
Milestones
Encouraging Brainstorming
Competitions
Competitions
Presentations
• Presentations mid-way as guides rather than later
as assessment
• Student dedicate significant time to presentations
• Too much focus on
‘information’ not enough
on ‘message’
• Opportunity to learn from
other groups and provide
mid-point feedback
Reflective Commentary
• Consider how they tackled the problem, both as a team
and individually, and how they would approach such
problems in the future
advice given
• “Merely documenting the steps you have gone through in
the problem solving process will not earn you a very high
mark – you will need to demonstrate what you have
learned from the process. “
But often ignored!
Narratives
• “Oh yeah, the narrative [wry chuckle]. The
narrative, I didn’t like the way the narrative
was 50% of the marks because we spent a lot
of time on those reports, a lot of time doing
research into suitable system diagrams
and everything else and I didn’t like
the way half the marks just
went to the narrative…”
Reports
• Attempted to get away from ‘usual’ reports
– User Manuals/Documentation
– Very specific guidance given
Marking Grid
Marking Proforma
Problem Definition
1st Grade /5
2
This could have been improved, You need a lot more details
Design description
2
It is not clear why some choices have been made. And a bullet point
time line does not give any idea on some of the design. Your design is
based on an error in your data-collection.
Theoretical Analysis
3
The theory is adequate but you have not used it to its full potential.
Results and Conclusion
1
2nd Grade /5
There is almost no analysis in the conclusion, and you do not compare
your results with the theory.
Individual input
2
You claim to have done your part of the work over 1 day. You should
have spend more time trying to understand the rest of the issues.
Reflective commentary
3
More comments on what you have learned are needed
Total Mark
2
0
Written Feedback
Student Debrief and Feedback Session
• Not yet fully utilised
• General comments to the whole group
• Citing good and bad practice
Assessment Weighting
• Course marking scheme (1-5 range)
• Currently a low percentage of final grade
• All aspects rewarded but none too heavily
• Group vs Individual?
• Peer Assessment?
Scenario
Brief
Conclusions
Summative
Feedback
Assessment
Milestones
Feedback
• Student always appreciate feedback
• Even if they then go on to ignore it!
• Use assessment to guide learning rather than just
to judge learning
• Linking feedback to further assessment seems
vital