Blackboard Based Learning
and Assessment
Tom Rippeth
School of Ocean Sciences
Bangor University
Background
• January 2007: Restructuring.
• Cut staff contact hours by half.
• Maintain student work load by introducing
(additional) directed learning.
• Outline my attempts
• What is directed learning?
• And how it is assessed?
Examples of Assessment
• Pre-practical Test:
Aim: To introduce student to concepts and
skills to be used in subsequent practical.
• Virtual Practical:
Aim: To assess directed learning exercise.
• Tutorial Supplement:
Aim: Test understanding of concepts and
skills communicated in different ways.
Pre-practical Test
Year 1
Aim: Introduce the student to the
concepts they will cover in the
practical.
OSX1005: Sea Level Practical
• Aim of the test
• Introduce the students to the
concepts to be used in the
prac.
• Prepare the students for
IPCC research element of
the prac.
• 10 MCQs.
• 1 week to complete
• DEADLINE: Eve of Prac.
• 93% participation rate.
• (96% handed in lab. report).
• Average mark = 68.8±15.5%
• Lab Report = 60±19%.
Lab. based practical in which the
students calculate the impact of
thermal expansion, and melting
land based ice, on global sea
level (past and present).
Tutorial Supplements
Aim: to get students to identify key
scientific results and find
supporting evidence.
OSX2000: Tutorial Module
1) aninconvenienttruth
Following the decision by the
Government to send a copy of Al
Gore’s film to every school in the UK
……..
a UK High Court judge ruled that
although the underlying scientific case
was correct, the film contains nine
scientific “errors”.
Force student to focus on identifying key scientific
results and find supporting evidence.
Al Gore: Learning Tools
• A copy of the film.
• A copy of the relevant
Times Law Report.
• Web-links to a range of
newspapers.
• A range of peer-review
papers covering some
aspects of the film
criticized by the judge
GORE FILM
IS ‘BIASED’
Schools must warn of
GORE climate film bias
Gores ‘nine
Inconvenient
Untruths’
Discriminatory Questions
• MCQs based only on watching the film.
• MCOs based on comparing newspaper
reports and film.
• MCQs requiring the student to do research
using peer reviewed literature.
• Short Answer Qs requiring the student to
update evidence in the film (eg. Paper
reference).
Participation Rate
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2008
106 of 114 students completed test (93%).
Average mark = 81.75± 13.65
Only 4 got marks < 50%.
Of those who didn’t complete 80% failed module
completely (ie. essay/ presentation components).
2009
100 of 110 completed (91%).
Average mark = 77.73± 17.39
9 got < 50%
Difference. More discriminatory questions requiring
students to read more scientific literature.
(Also worth less marks due to the introduction of a new
test!).
2) Research to Media: Key results
We’ll lose vital defence
against climate change’
14/1/09 Daily Post
Siberian
climate
linked to
climate in
the UK
Virtual Practical
Aim: to introduce students to new
concepts using multi-media
presentations.
Osx1005: Virtual Practical
• Topic: Ocean
circulation and Climate
• Focusing on:
- Potential impact of climate
change on oceanic meridional
overturning circulation.
- And feedback of change on
European climate.
• Background to practical
• The meridional overturning
circulation has been covered in
lecture
• The students will have seen a
physical model of the vertical
component of the meridional
circulation.
• Meridional Overturning Circulation
The global ocean circulation that
gives the UK warm winters
Virtual Practical: Learning Tools
The Big Chill
Dr Bill Turrell, Bangor Graduate
• Recording of the Programme
downloadable from Blackboard
• Transcript of the programme
downloadable from the web (webaddress given)
• 2 Nature papers on which the
relevant part of the programme is
based, downloadable via Library
website (Refs given)
Types of Questions
• Multiple choice. Randomise answers
• Short Questions. (require marking!)
• eg. Can you find a more recent paper (than
2002) in either of the journals Nature or Science
which presents more evidence about the state
of the conveyor circulation? Provide the
reference.
• Marks for (i) relevance and (ii) complete +
correct format reference.
• MCQs requiring the student to have understood
key results/ methodology reported in peerreview journal.
Participation and Assessment
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OSX1005 Introducing the Ocean 07/08 Assessments.
120 students.
Physical (first 3) and Chemical oceanography (last 3)
Varity of assessment types and weightings.
Tests 1 & 2
100
90
80
70
60
50
40
30
20
10
0
% participation
% average mark
SD to show
mark
distribution
PO Test: Ocean
Sea
13% C: 4.5% level: 9%
PO4:
4%
Nut+O2: Biogeo:
4%
5.2%
Semester 1 ------- Semester 2
weighting
Increase in
average mark
of 10%
between
2008 and 9!!!!
Test 3
10% drop!
Student Feedback
1 – very positive. 5 – very negative
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Did you enjoy the module: 2.3
Do you think module is useful for your degree: 1.7
How difficult was the module: 2.6
Did you come across new ideas and concepts: 1.5
Well organised: 1.8/ Staff helpful: 1.8
Individual Comments
“Use of blackboard was very helpful”
“Best module of the year”
“liked assignments especially the virtual prac.”
“my favourite module of the year”
“lectures well planned with their content relating it to pracs and
online tests”
• “I found this module as a breath of fresh air from the biological side
of my course”
Nature and frequency of
assessment
And Participation rate …..
Test frequency and assessment
• OSX2007 Prince Madog Practical. 92 students
• OSX1004. Earth Processes. 62 students
• Student participation
declines week by week.
• Take up of non-assessed
(red) is low compared to
assessed work (blue).
• Impact of none-assessed
tests on learning?
• Average mark of those
doing tests is 3% above
class average.
% Participation
• Weekly online tests
(Green and Red)
100
90
80
70
60
50
40
30
20
10
0
OSX1004 assessed
work
OSX1004 nonassessed online self
tests
OSX2007 assessed
on-line tests
1
2
3
4
Test Number
5
6