Lisa Jennison, Paramedical, Perioperative and Advanced Practice along with Paul Chin, Library Skills Team; and Soolmaz Lashgary, Student presented at the University Learning and Teaching Conference held on Wednesday 26 June and delivered in a 30 minute workshop; Fiona Ware (Library Skills Team) and Benita Wilson (Lecturer in nursing) were instrumental in the teamwork required to achieve the results outlined within the abstract:
The aim of this workshop is to share an example of collaborative working, which resulted in targeted interventions designed to improve the students’ academic attainment. The workshop will include feedback from a student, with academic and skills team staff contributions. It will explore use of leadership and collaboration skills to:
• apply student feedback to enhance teaching and learning practices
• foster students self- management, critical and independent thinking skills
• enhance digital literacy and knowledge management.
With a cohort of 300 nursing degree students, this is a large module and students were not performing well in terms of attainment. Issues included negative student feedback on the assignment task and a significantly high number of summative assessment referrals (fails) of 52/282 final submissions.
Module data were reviewed from these sources: Module and External Examiner’s report, AMREP, MEQs, Mentimeter, PASS (Peer Assisted Student Service). The module leader was able to identify compounding issues including an overall problem with basic study skills. The module assignment consisted of a 4000-word essay. Students experienced difficulty in achieving the word count and meeting all of the assessment criteria. Population data shows a significant number of students are from the local culturally diverse area and some do not speak English as their first language.
In consultation with Fiona Ware (library skills team) 2 lectures were introduced, focusing on searching and referencing skills, with a formative Canvas quiz using multiple choice questions (MCQs) to underpin lecture content. Utilising Benita Wilson’s (lecturer) expertise, 2 workshops on academic writing were added to the timetable. The assessment was modified to a 3000 word assignment, with amended criteria based on PASS and MEQ student feedback. The ‘Mentimeter’ online tool facilitated student engagement and timely feedback.
Assessment results demonstrated that referrals/fails rates have been reduced from 18.4% to 13.2%. Grades within the 50-59% mark have increased from 36 to 71 submissions. Students reported positively on the addition of online module resources. It would appear that measures taken have improved both summative and formative student experiences, related to the assignment task. This is evident from both quantitative and qualitative data sources. Other programmes of study could potentially benefit from taking similar approaches to those outlined here.
Themes:
1. Exploring effective assessment and feedback practices that serve the following University of Hull Graduate Attributes;
a) Critical and independent thinking
b) Leadership and collaboration
c) Digital literacy and knowledge management
d) Communication
e) Self-management
2. Exploring the effective and productive use of student feedback in the enhancement of teaching and learning practices.
• apply student feedback to enhance teaching and learning practices
• foster students self- management, critical and independent thinking skills
• enhance digital literacy and knowledge management.
With a cohort of 300 nursing degree students, this is a large module and students were not performing well in terms of attainment. Issues included negative student feedback on the assignment task and a significantly high number of summative assessment referrals (fails) of 52/282 final submissions.
Module data were reviewed from these sources: Module and External Examiner’s report, AMREP, MEQs, Mentimeter, PASS (Peer Assisted Student Service). The module leader was able to identify compounding issues including an overall problem with basic study skills. The module assignment consisted of a 4000-word essay. Students experienced difficulty in achieving the word count and meeting all of the assessment criteria. Population data shows a significant number of students are from the local culturally diverse area and some do not speak English as their first language.
In consultation with Fiona Ware (library skills team) 2 lectures were introduced, focusing on searching and referencing skills, with a formative Canvas quiz using multiple choice questions (MCQs) to underpin lecture content. Utilising Benita Wilson’s (lecturer) expertise, 2 workshops on academic writing were added to the timetable. The assessment was modified to a 3000 word assignment, with amended criteria based on PASS and MEQ student feedback. The ‘Mentimeter’ online tool facilitated student engagement and timely feedback.
Assessment results demonstrated that referrals/fails rates have been reduced from 18.4% to 13.2%. Grades within the 50-59% mark have increased from 36 to 71 submissions. Students reported positively on the addition of online module resources. It would appear that measures taken have improved both summative and formative student experiences, related to the assignment task. This is evident from both quantitative and qualitative data sources. Other programmes of study could potentially benefit from taking similar approaches to those outlined here.
Themes:
1. Exploring effective assessment and feedback practices that serve the following University of Hull Graduate Attributes;
a) Critical and independent thinking
b) Leadership and collaboration
c) Digital literacy and knowledge management
d) Communication
e) Self-management
2. Exploring the effective and productive use of student feedback in the enhancement of teaching and learning practices.
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