Review: Physics II for Dummies by Steven Holzner

No abstract available

Review: Genome Duplication: Concepts, Mechanisms, Evolution and Disease by Melvin L DePamphilis and Stephen D Bell

No abstract available

Review: Chemistry of the Solar System by Katharina Lodders and Bruce Fegley, Jr

No abstract available

Student Attitude to Audio Versus Written Feedback

First year Biology at the University of Glasgow consists of two courses, 1A and 1B, with an annual intake of 750-800 students. Both courses consist of lectures, practical lab sessions, tutorials and discussion groups. With such large numbers of students, teaching methods and delivery continually change and develop to ensure best delivery of the course content. As such, assessment and feedback systems also need to remain current and accessible to all. Timely, instructive and developmental feedback on student work is arguably the most powerful single influence on a student’s ability to learn. As part of the transition from school into university, feedback is a recognised method of maximising student potential (Hattie and Timperley, 2007). Research shows that increasing student numbers and associated rise in marking workloads, means that feedback can be slow in returning to the student and lacking quality/detail (Glover and Brown, 2006). From the markers perspective there is some evidence that students fail to engage with, misinterpret or ignore written feedback. We have carried out a pilot study to apply, and attempt to build upon, principles of good feedback practice to the assessment of coursework. To do this, an essay assignment was submitted online by Biology 1A students, marked and written feedback provided to all. A randomly selected group of students (10% of the cohort) also received audio feedback (electronic audio files were imbedded into the student work and returned to them by e-mail) on their submitted work. All students then completed an anonymous ‘Feedback’ questionnaire detailing their experiences with the feedback they received, with additional questions that were answered solely by the ‘audio group’ asking more specific questions about the effectiveness of the audio feedback. To carry out this study, new technologies were utilised and these will be demonstrated at the meeting along with the study conclusions. Hattie, J. and Timperley, H. (2007) The power of feedback. Review of Educational Research, 77, 81–112 Glover, C. and Brown, E. (2006). Written Feedback for Students: too much, too detailed or too incomprehensible to be effective? Bioscience Education, 7

Developing e-assessment using the quiz activity within Moodle: empowering student learning

Using formative assessment within Moodle has been shown to encourage self-directed learning (Bromham & Oprandi, 2006). Our experience of using formative assessment quizzes as stand alone entities, as well as within Moodle lessons, has been used to introduce Moodle assessment quizzes over the past year in Level 1 and Level 2 Life Sciences courses. This experience has been distilled to inform the content of this workshop. Some advantages of incorporating assessments in the form of Moodle quizzes are that they allow for quick, reproducible and flexible assessment with a relatively small initial set-up cost, and substantial long-term staff and administration savings. One significant advantage is that staff and room pressures can be reduced as students can attempt the assessment at a time and location of their choice within a specified time period. This flexibility can help to reduce student stress associated with completion of a continuous assessment for their course. It is also a relatively simple process to account for students entitled to extra time during assessments. Providing clear instructions beforehand and at the start of the quiz ensures that students understand their responsibilities for completion of this assessment and ultimately the course. There are some disadvantages and limitations to the system as it currently exists, for example there is the perceived ability for students to “cheat” by completing the assessment as a group, accessing books and the internet. Strategies to account for these can be put in place and will be discussed in detail during the workshop. This workshop aims to take the participants through the initial set up of a quiz, highlighting the various question types and how these can be used to create a challenging assessment that can be quickly graded and prove informative for staff and course development. Reference Bromham L. & Oprandi P. (2006) Evolution online: developing active and blended learning by using a virtual learning environment in an introductory biology course. Journal of Biological Education 41 (1): 21-25

Peer-assessment of group work in a large class: development of a staff and student friendly system

No abstract available

New opportunities for disadvantaged pupils: the step-up programme

In the UK, the link between low income and poor educational outcomes has been long established. The Step-Up programme, which was initiated in Northern Ireland in 2000, was conceived and developed as a specific response to the under achievement and non participation in higher education of socially and economically disadvantaged secondary school pupils.<p></p> In addition to raising educational aspirations, the programme aims to raise pupil and school performance in science in order to enable pupils to gain entry to and complete programmes of study at higher education institutions.<p></p> The programme actively involves the University, schools, industry, the local hospitals and government agencies in the delivery of a highly structured programme of academic and vocational science activities.<p></p> The pupils who have participated in the programme have achieved outstanding success with over 97 per cent progressing to universities across the UK. The retention/completion rate for students who have progressed to the University of Ulster stands at 95 per cent, which compares favourably with national and international retention rates.<p></p> The authors suggest that this level of success has been achieved through appropriate pre university preparation and post university support and they provide recommendation for the successful replication and implementation of the programme in other institutions.<p></p&gt

Review: Physics II for Dummies by Steven Holzner

No abstract available