Impact on Student Learning From Traditional Continuous Assessment and an E-Assessment Proposal

Is learning for assessment an inevitable outcome of assessment for learning? We plan to investigate on this – by showing the effects of traditional continuous assessment modes we have implemented, and inviting student opinions on an e-assessment proposal which was virtually tested in a university setup. Student’s perceptions are checked in the case of traditional continuous assessment techniques vs. non continuous assessments and the effect tallied with the coursework marks obtained for two groups of students. Also classroom assessment vs. e-assessment options were posed to students who were exposed to the proposed e-assessment option and comments invited. In each case, the reasoning behind the choice of assessment and associated learning strategies are probed into. The e-assessment is proposed to implement continuous assessment especially for large classes and also as a medium to invoke a positive learning approach through the feedback mechanism available on the e-assessment tool. A simple algorithm is also proposed for essay e-assessment scoring

An inquiry-based learning approach to teaching information retrieval

The study of information retrieval (IR) has increased in interest and importance with the explosive growth of online information in recent years. Learning about IR within formal courses of study enables users of search engines to use them more knowledgeably and effectively, while providing the starting point for the explorations of new researchers into novel search technologies. Although IR can be taught in a traditional manner of formal classroom instruction with students being led through the details of the subject and expected to reproduce this in assessment, the nature of IR as a topic makes it an ideal subject for inquiry-based learning approaches to teaching. In an inquiry-based learning approach students are introduced to the principles of a subject and then encouraged to develop their understanding by solving structured or open problems. Working through solutions in subsequent class discussions enables students to appreciate the availability of alternative solutions as proposed by their classmates. Following this approach students not only learn the details of IR techniques, but significantly, naturally learn to apply them in solution of problems. In doing this they not only gain an appreciation of alternative solutions to a problem, but also how to assess their relative strengths and weaknesses. Developing confidence and skills in problem solving enables student assessment to be structured around solution of problems. Thus students can be assessed on the basis of their understanding and ability to apply techniques, rather simply their skill at reciting facts. This has the additional benefit of encouraging general problem solving skills which can be of benefit in other subjects. This approach to teaching IR was successfully implemented in an undergraduate module where students were assessed in a written examination exploring their knowledge and understanding of the principles of IR and their ability to apply them to solving problems, and a written assignment based on developing an individual research proposal

Closing the gap between business undergraduate education and the organisational environment: A Chilean case study applying experiential learning theory

In response to the continuous changes in Latin American higher education and the increasing demands for better prepared professionals, the Learning Connected to the Organisational Environment method was introduced in the course of Marketing at one public University in Chile. This was aimed as an integrated approach to education, providing pedagogical and social value by connecting organisations and real challenges with the learning objectives. This paper describes its design, implementation and initial impact on students’ learning process. Results on the impact of the LCOE method show that students valued learning with this new initiative (n = 158) and showed higher performance and improved quality of their written reports, along with higher evaluations of the teaching staff compared to students in the same course learning with traditional methods (n = 158). Discussion is centred on the value of this initiative and on suggestions for transference and future research

Gateways to the Principalship: State Power to Improve the Quality of School Leaders

Examines weaknesses in state policies with respect to principal preparation program approval and licensure requirements and highlights leading states and lagging states in efforts to raise preparation and certification standards. Makes recommendations

Developing sustainable business models for institutions’ provision of open educational resources: Learning from OpenLearn users’ motivations and experiences

Universities across the globe have, for some time, been exploring the possibilities for achieving public benefit and generating business and visibility through releasing and sharing open educational resources (OER). Many have written about the need to develop sustainable and profitable business models around the production and release of OER. Downes (2006), for example, has questioned the financial sustainability of OER production at scale. Many of the proposed business models focus on OER’s value in generating revenue and detractors of OER have questioned whether they are in competition with formal education. This paper reports on a study intended to broaden the conversation about OER business models to consider the motivations and experiences of OER users as the basis for making a better informed decision about whether OER and formal learning are competitive or complementary with each other. The study focused on OpenLearn - the Open University’s (OU) web-based platform for OER, which hosts hundreds of online courses and videos and is accessed by over 3,000,000 users a year. A large scale survey and follow-up interviews with OpenLearn users worldwide revealed that university provided OER can offer learners a bridge to formal education, allowing them to try out a subject before registering on a formal course and to build confidence in their abilities as learners. In addition, it was found that using OER during formal paid-for study can improve learners’ performance and self-reliance, leading to increased retention and satisfaction with the learning experience

Open educational resources for all? Comparing user motivations and characteristics across The Open University’s iTunes U channel and OpenLearn platform.

With the rise in access to mobile multimedia devices, educational institutions have exploited the iTunes U platform as an additional channel to provide free educational resources with the aim of profile-raising and breaking down barriers to education. For those prepared to invest in content preparation, it is possible to produce interactive, portable material that can be made available globally. Commentators have questioned both the financial implications for platform-specific content production, and the availability of devices for learners to access it (Osborne, 2012). The Open University (OU) makes its free educational resources available on iTunes U and via its web-based open educational resources (OER) platform, OpenLearn. The OU’s OER on iTunes U reached the 60 million download mark in 2013; its OpenLearn platform boasts 27 million unique visitors since 2006. This paper reports the results of a large-scale study of users of the OU’s iTunes U channel and OpenLearn platform. A survey of several thousand users revealed key differences in demographics between those accessing OER via the web and via iTunes U. In addition, the data allowed comparison between three groups: formal learners, informal learners and educators. The study raises questions about whether university-provided OER meet the needs of users and makes recommendations for how content can be modified to suit their needs. As the publishing of OER becomes core to business, we reflect on reasons why understanding users’ motivations and demographics is vital, allowing for needs-led resource provision and content that is adapted to best achieve learner satisfaction, and to deliver institutions’ social mission

Evaluación continua mediante exámenes clínicos estructurados por objetivos en Propedéutica Clínica Veterinaria

[EN] This study aimed to evaluate the attitude of veterinary students to the use of Objective Structured  Clinical  Examination  (OSCE) as a method for continuous assessment of the acquisition of clinical skills related to the physical examination of animals. Students  undertook  fortnightly  two OSCEs throughout a semester, after which an  anonymous  electronic  survey  was distributed before the final written exam. The results of the questionnaire indicated that  students  display  a  good  attitude to being assessed frequently by OSCEs; furthermore,  it  also  helped  them  not only to study and practice more regularly, but as they were told in advance what they would be assessed on, it also helped them to be more focused during teaching time. Furthermore, they encouraged the maintenance of the assessment method for the following year and also provided some suggestions for improvement. It is therefore concluded that students display a positive attitude to continuous assessment by OSCE, w[ES] El objetivo de este estudio fue evaluar la actitud de los estudiantes de veterinaria hacia  el  uso  de  exámenes  clínicos estructurados por objetivos (OSCE) como un método para la evaluación continua de la adquisición de las habilidades clínicas relacionadas  con  el  examen  físico  de los animales. Los estudiantes realizaron quincenalmente dos OSCE a lo largo de un semestre, después de lo cual contestaron voluntariamente  a  una  encuesta electrónica de forma anónima antes del examen final escrito. Los resultados del cuestionario indican que los estudiantes mostraron  una  buena  actitud  hacia  la evaluación frecuente mediante OSCE; por otra parte, esta metodología también les ayudó no sólo a estudiar y practicar con más regularidad, pero como se les facilitó de  antemano  el  listado  de  habilidades del que iban a ser evaluados, también les ayudó a centrarse más durante el tiempo de docencia presencial. Además, alentaron el mantenimiento del método de evaluación para  los  cursoAbuelo Sebio, Á.; Hernández Bermúdez, J.; Benedito Castellote, JL.; Castillo Rodríguez, C. (2015). Continuous Assessment through Objective Structured Clinical Examinations in Veterinary Clinical Propaedeutics. REDU. Revista de Docencia Universitaria. 13(3):189-202. https://doi.org/10.4995/redu.2015.5458OJS189202133Barman, A. (2005). Critiques on the objective structured clinical examination. 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British Medical Journal, 1(5955), 447-451. https://doi.org/10.1136/bmj.1.5955.447Hecker, K., Read, E.K., Vallevand, A., Krebs, G., Donszelmann, D., Muelling, C.K., Freeman, S.L. (2010). Assessment of first-year veterinary students' clinical skills using objective structured clinical examinations. Journal of Veterinary Medical Education, 37(4), 395-402. https://doi.org/10.3138/jvme.37.4.395Hodges, B.D. (2006). The objective structured clinical examination: Three decades of development. Journal of Veterinary Medical Education, 33(4), 571-577 https://doi.org/10.3138/jvme.33.4.571Joint Declaration of the European Ministers of Education convened in Bologna on the 19 June 1999. (1999). Retrieved from http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/MDC/BOLOGNA_DECLARATION1.pdfMajor, D.A. (2005). OSCEs - Seven years on the bandwagon: The progress of an objective structured clinical evaluation programme. Nurse Education Today, 25(6), 442-454. https://doi.org/10.1016/j.nedt.2005.03.010Manogue, M., Brown, G. (1998). Developing and implementing an OSCE in dentistry. European Journal of Dental Education, 2(2), 51-57. https://doi.org/10.1111/j.1600-0579.1998.tb00039.xMiller, G.E. (1990). The assessment of clinical skills/competence/performance. Academic medicine: Journal of the Association of American Medical Colleges, 65(9 Suppl), S63-67. https://doi.org/10.1097/00001888-199009000-00045Muzyamba, M.C., Goode, N., Kilyon, M., Brodbelt, D. (2012). Predictors of success in a UK veterinary medical undergraduate course. Journal of Veterinary Medical Education, 39(4), 380-388. https://doi.org/10.3138/jvme.1011.103R1Nayer, M. (1993). An overview of the objective structured clinical examination. Physiotherapy Canada. Physiothérapie Canada, 45(3), 171-178.Newble, D. (2004). Techniques for measuring clinical competence: Objective structured clinical examinations. Medical Education, 38(2), 199-203. https://doi.org/10.1111/j.1365-2923.2004.01755.xNewble, D.I., Jaeger, K. (1983). The effect of assessments and examinations on the learning of medical students. Medical Education, 17(3), 165-171. https://doi.org/10.1111/j.1365-2923.1983.tb00657.xNorcini, J.J., Blank, L.L., Duffy, F.D., Fortna, G.S. (2003). The mini-CEX: A method for assessing clinical skills. Annals of Internal Medicine, 138(6), 476-481. https://doi.org/10.7326/0003-4819-138-6-200303180-00012Resolution of February 17th, 2011, from the University of Santiago de Compostela, which publishes the curriculum of the Degree in Veterinary Medicine, (2011). Boletín Oficial del Estado núm. 53 del 3 de marzo de 2011. 24422-24428. Retrieved from: http://www.boe.es/boe/dias/2011/03/03/pdfs/BOE-A-2011-4081.pdfSchuwirth, L.W.T., van der Vleuten, C.P.M. (2010). How to design a useful test: The principles of assessment. In T. Swanwick (Ed.), Understanding medical education(pp. 195-207). John Wiley & Sons Ltd: Chichester, United Kindom: .Seibu, M.J., Biju, I., Yakub, S. (2006). Impact on student learning from traditional continuous assessment and an e-assessment proposal. Paper presented at the The Tenth Pacific Asia Conference on Information Systems. Kuala Lumpur: Malaysia.Sibbald, D., Regehr, G. (2003). Impact on the psychometric properties of a pharmacy OSCE: Using 1st-year students as standardized patients. Teaching and Learning in Medicine, 15(3), 180-185. https://doi.org/10.1207/S15328015TLM1503_06The Bologna Process: Setting up the European Higher Education Area. (2010). Retrieved from http://europa.eu/legislation_summaries/education_training_youth/lifelong_learning/c11088_en.htmvan der Vleuten, C. (2000). Validity of final examinations in undergraduate medical training. British Medical Journal, 321(7270), 1217-1219 https://doi.org/10.1136/bmj.321.7270.121