Learning Teaching and Assessment Strategy

1
Learning Teaching and Assessment Strategy

• Presentation by
• Lynne Newall
• Northumbria University
• Based on original material by Alastair Irons and
  Dave Kemp

2
Strategy Aims

• balance between efficiency and learning
  experience
• increase student participation
• opportunity for active and reflective learning
• ensure high standard, high quality internal
  moderation procedures
• summatively assess using coursework and/or
  examinations
• assess learning outcomes within the unit
• maintain balance between group and individual work

3
BSc Unit Learning and Teaching Strategies

• unit learning, teaching and assessment strategies
  should be specified in each module guide
• independent learning material should be
  introduced to students
• learning styles vary between stages

level 4 (Yr 1 BSc)
level 5 (Yr 2 BSc)
level 6 (Yr 3 BSc)
strongly guided
progressively independent
4
MSc Unit Learning and Teaching Strategies

• unit learning, teaching and assessment strategies
  should be specified in each module guide
• independent learning material should be used
• learning styles appropriate to level

level 7 (MSc)
primarily independent
5
Learning Stages

• Level 4 learning awareness and assessment
  honesty
• Level 5 real world learning and increasing
  individual responsibility
• Level 6 predominantly independent learning
• level 7 independent learning, performing
  highly-complex tasks and procedures

6
Level 4 Learning Awareness and Assessment
Honesty

• be aware of different ways of learning
• appreciate good and bad practice
• select most appropriate learning style for
  individual and group work
• understand and appreciate importance of collusion
  and plagiarism
• be able to reflect and self-assess

7
Level 5 Real World Learning and Increasing
Individual Responsibility

• develop level 4 skills in real world contexts
• develop new learning styles, particularly in
  negotiating learning techniques and outcomes
• monitor own progress through self and peer
  assessment

8
Level 6 Predominantly Independent Learning

• predominantly involve students in independent,
  directed learning
• group and individual
• be able to appreciate learning approaches in
  which they are well practised
• expectation of wider reading and research
• breadth and depth of knowledge explored
• selection of best practice
• professional quality of presentation

9
Level 7 Independent Learning

• encourage students to take responsibility for
  independent learning
• display a mastery of a complex and specialised
  area of knowledge and skills
• demonstrate expertise in highly specialised and
  advanced technical, professional and/or research
  skills
• accept accountability in related decision-making,
  including use of supervision

10
Levels 6 and 7

• We now look at the requirements of levels 6 and 7
  in more detail
• from a student viewpoint
• from a lecturer viewpoint

11
Level 6 Learning Reflects the Ability to

• critically review, consolidate and extend a
  systematic and coherent body of knowledge,
  utilising specialised skills across an area of
  study
• critically evaluate new concepts and evidence
  from a range of sources
• transfer and apply diagnostic and creative skills
  and exercise significant judgement in a range of
  situations
• accept accountability for determining and
  achieving personal and/or group outcomes

12
What Does Level 6 Entail?

• From a student viewpoint
• report writing
• critical evaluation
• plagiarism
• referencing

13
Report Writing Key Points

• with all forms of writing keep audience,
  structure and purpose in mind
• factual accounts explain essential core at
  appropriate level
• peporting work - need to follow a standard
  pattern
• arguments need clear statements supported by
  clear facts

14
Generic Structure for a Paper or Report
Depending on purpose of paper the detailed
content of main body will change. General
structure remains Standards for layout,
references etc.
15
Abstract
Length varies with work
A brief description of the aims of the paper,
the work undertaken, and conclusions reached.
Title of work Author ABSTRACT REST OF PAPER
16
Introduction
First section of paper Describes background to
the work, giving a clear statement of the
objectives, purpose of work, any
limitations. Brief outline of rest of paper
Often written last! Draft produced early
17
Main Body
Structure depends on type of paper
General Points Plan work Develop themes
Introduce topics in a sensible logical
order Consider use of diagrams, etc. Adopt a good
style of writing Review work
18
Main Body in ProjectAnalysis, Synthesis,
Evaluation
Analysis - background to problem area/ topic
critical examination of methods and techniques
that might be used to solve the problem and
constraints. Includes literature survey
Evaluation - a critical review of the technical
aspects of the work strengths weaknesses
of methods techniques
Synthesis - a description of the work done the
results obtained justification of these design
choices
19
Main Body - Review Paper
This is a form of literature survey
Aim 1. to determine the state of art in a
particular area 2. to identify a set of useful
techniques/ methods/ algorithms for future
use.
Give it structure / Develop Themes
How not to do it Do not simply list each book or
paper you have read With a precis of it.
20
Main Body of the Project Report in more depth

• the introduction should be followed by a clear
  and orderly presentation of the work you have
  done.
• it will be divided into a number of chapters.
• the main body of the report will contain an
  Analysis of the problem, the Synthesis of a
  solution to the problem and an Evaluation of the
  work.

21
Analysis

• the analysis should include the 'Background' to
  the problem area, a discussion of the wider
  issues, critically examine the methods that might
  be used in solving the problem and any
  constraints which apply.
• beware of presenting a shallow treatment of the
  subject which might be obtained from standard
  texts you are expected to support your argument
  by exploring academic literature which is seminal
  and up to date.

22
Synthesise

• justify in detail the method(s) you chose to
  synthesise a solution to the problem.
• discuss how your reading of the literature guided
  you in your work.
• you will wish to make reference to supporting
  documentation in your discussion of the solution
  these will be held in Appendices to the Report.

23
Evaluation

• you should present a critical evaluation of the
  work you have done from a technical point of
  view.
• in this section you should attempt to identify
  any weaknesses of your work and possible
  alternative technical approaches.
• beware of the 'anecdotal' evaluation - you are
  expected to take a critical view and justify your
  argument.

24
Evaluation (cont)

• in addition, the evaluation should address the
  way in which you undertook the project (the
  process) actual progress made during the project
  should be related to the Project Plan expressed
  in the Terms of Reference document.
• the emphasis should be on the learning process. A
  discussion of alternative approaches to the way
  you undertook the work should, if possible be
  presented.

25
Evaluation (cont)

• How do you conduct an evaluation?
• list features, attributes, performance etc.
• rate these
• obtain feedback from users objective feedback!
• think about alternative solutions to the problem.
• think about better/alternative ways of producing
  product.
• think about different tools that could be used to
  produce the product

26
Conclusion
should relate to introduction
bring together the many points made earlier in
the paper
repeats previous points
if a report draws on evaluation indicates future
work
if a review paper provides summary of
previous points may indicate future developments
27
References
It is very important that you acknowledge any
work of others that you use or adapt in your own
work, or that provides the essential background
or context to your work
The use of references is the standard way to do
this
28
Standards for References
Styles in Text
Romero (1982) identified three stake holders ...
In 4 the three stake holders in the process are
...
Romero ROME82 identified three stake holders ...
PREFERRED
Date a Web reference
29
Example List of References
BRAD89 Bradley IM Notes on
Algebraic Specifications
Information and Software Technology 31(7)
Sept 1989,
357-365 SOMM96 Sommerville I Software
Engineering 5th ed Addison-Wesley
1996
alphabetical ordering
30
Avoid Long ComplexSentences
problem of dialect
Sentence should sound right
Be consistent with tense mixing past with present
be consistent
Passive voice
The computer was turned on
Active voice
I turned the computer on
31
Write Sentences that are Concise
Watch for phrases that can be shortened to
one word along the lines of like due to the
fact that because at some future point later
Use a few words to convey message
Watch for redundancy
the great majority the majority
32
Write Sentences that are Precise
Say what you mean
Avoid ambiguity and vagueness
Rather a lot of students passed the first year
vague
Use technical terms to avoid ambiguity
and vagueness
33
Putting it Together
To make writing flow you need a structure that
allows the logical development of the material
Flow
a key

• Paragraphs
• group related sentences
• start of paragraph should coincide with change of
• emphasis
• first sentence in each paragraph should be a
• signpost - topic of paragraph

34
Doing what you are Asked to do

• Criticize
• saying how convincing you find something
• Define
• giving precise meaning of something
• Illustrate
• explain using examples or diagrams
• Describe
• give a detailed account of ..
• Explain
• give reasons for interpret and account for
• Discuss
• looking at a subject from different points of
  view pros and cons

35
General Points

• Hunt for key words in a question quote them in
  what you write
• Target your writing to exactly what is asked of
  you
• Support points of view with factual information
• Remember word limits are there to help you
• Stick to the word limit may be penalized if
  exceeded
• Show mathematical calculations
• Use sources for ideas
• Read around the subject
• Write at an appropriate technical level - as
  reflected by your sources

Do Not Copy
36
Plan
Report Structure
Essential
introduction
Work timetable sources resources
topic 1
topic 2
topic 3
topic 4
conclusion
37
Check Your work

• Kept to topic title?
• Introduction clarify purpose?
• Purpose of each section / paragraph clear?
• Conclusion shows how arguments advanced?
• Logical flow okay?
• Sentences okay - dont ramble / repeat?
• Written too much / not enough?
• Does report satisfy aim?

38
Pictorial DiagramsCheck List
reference in text?
title for picture?
labels on diagram?
size scale?
simplified / stylised?
39
Relationship Diagrams

• Non-pictorial
• Representation of structural / organisational
  features of a situation
• Many types used in computing
• flow charts
• structure diagrams
• data flow diagrams
• state diagrams
• entity relationship diagrams

40
Using Diagrams in your Work

• decide on appropriate type based on what you are
  trying to show
• keep simple
• if part of a methodology
• stick to standards
• make sure the diagram makes sense
• give diagrams a title, refer to in text
• label diagram clearly

41
Collusion and Plagiarism http//www.unn.ac.uk/c
entral/isd/cite

• collusion
• this is where one or more people work together on
  an individual piece of work.
• ONLY work together when the assignment rubric
  tells you it is a piece of group work
• plagiarism
• this is where work is copied from-
• a text without appropriate referencing
• another students work
• lecture handouts
• ghosting
• PENALTY
• loss of marks, much heartache and poor reference

42
Plagiarism

• Software Project Management, Cotterell and
  Hughes, 2002
• The actual quote from page 211
• People with practical experience of projects
  invariably identify the handling of people as an
  important aspect of project management.
• If in your submitted work we find ..
• People with practical experience of projects
  invariably identify the handling of people as an
  important aspect of project management.
• PLAGIARISM!!! AN EXACT COPY WITH NO REFERENCE

43
What can you do?

• Cotterell Cott2002 states that People with
  practical experience of projects invariably
  identify the handling of people as an important
  aspect of project management.
• OR
• From his research Cotterell Cott2002
  established that experienced project managers
  recognise the importance of good man-management
  skills to ensure successful projects.

44
What Does Level 6 Entail?

• From a lecturer viewpoint
• modes of learning and teaching
• implementing the strategy
• lectures, seminars, workshops, guided learning
• assessment, marking, moderation
• personal development planning

45
Level 6 Modes of Learning and Teaching

• lectures
• supported by slides, not talk and chalk
• seminars
• apply knowledge imparted in lectures, enable
  students to practise, question, reflect
• workshops
• skills in practical subjects-programming,
  database
• guided learning
• guidance as to self-study requirements
• All the above supported by e-learning (use of
  Blackboard or equivalent)

46
Implementing the Strategy atLevel 6

• study skills support
• adopt independent learning
• introduce complex learning situations
• expect students to apply greater problem solving
  abilities
• where appropriate use open or flexible learning
• use full range of assessments, including open
  book exams

47
Efficiency vs Learning Experience

• Single 10-credit module
• 12 weeks per semester
• mix of lectures/seminars/workshops and guided
  learning
• up to 6 single modules studied per semester
• time for assessment/revision/individual study and
  social activities
• each module c2 hours/week

48
Lectures (Elizabeth Porter, Feb
2002)

• make the structure of the lecture explicit
• use the introduction to list key points first I
  am going to describe.then I shall discuss. I
  shall say a few words about. and finally I
  will.
• use listing markers such as firstly, my next
  point is, Ill move on to my main argument, the
  last point is
• use cause and effect markers to show the
  relationship between points therefore, with the
  result that, consequently

49
Lectures (cont.) (Elizabeth Porter, Feb 2002)

• use example markers to indicate you are going
  to illustrate your ideas by giving examples for
  instance, an example of this is
• use emphasis markers to indicate the relative
  importance of a point it is worth noting that,
  it is really interesting/crucial that
• clarify technical terms/complex ideas
• use semantic markers to highlight you are
  re-phrasing what you have just said in other
  words, let me put it this way

50
Lectures (cont.)

• support lectures with handouts/copies of slides
  used
• place on Blackboard so students can get off-line
  access to them (in advance where possible)
• give references to source materials where
  appropriate
• give references to additional articles to
  encourage independent research/learning
• (Ian Bradleys example module)

51
Seminars (Elizabeth Porter, Feb
2002)

• consider the way you design discussion tasks
  (give out discussion materials in advance, cut
  down long articles into sub-texts to increase
  speed of comprehension)
• encourage students to seek clarification
• encourage/teach students to question, criticise,
  offer opinion
• help students to understand that direct
  quotations are no substitute for their own
  thoughts

52
Seminars (cont.)

• put discussion material on Blackboard in advance,
  to enable students to prepare
• use a mixture of individual/group work
• use student presentations where appropriate
• use seminars to identify areas of student
  difficulty, and to give formative feedback

53
Workshops

• gain practical skills
• individual/group activities
• copying/collusion
• supervised/unsupervised
• additional support/help facilities
• workbooks
• mini-assessments

54
Exercise 1

• In groups of 2 or 3, use the module descriptor
  for the Advanced Database module and determine an
  appropriate Learning and Teaching Strategy.
• Produce a 12-week unit guide, including
  lecture/seminar/workshop sessions and topics,
  along with justifications.
• Present your groups guide to the others for
  discussion.

55
Guided Learning

• At level 6, students should be able to determine
  what additional work they need to do - what
  additional reading/practical exercises, revision
  etc. BUT, you can help by
• giving out references to other sources
• suggesting alternative authors/texts
• encouraging wider reading to use as examples in
  assignments/exams
• showing relationship between subject areas
• suggesting practical supporting work

56
Guided Learning (cont.)

• The individual project plays a major role in both
  guided and independent learning
• individual supervisor
• one-to-one communication/guidance on a weekly
  basis
• encouragement to research topics independently
• students gain in confidence and self-motivation

57
Assessment

• use in-course assessment and/or examinations for
  summative assessment
• avoid over-assessment of students (only assess
  each learning outcome once)
• ensure adequate formative assessment and feedback
  is available to students
• innovate where appropriate, particularly in
  support of independent learning approaches

58
Types of Assessed Work

• coursework
• individual and group assignments
• class tests
• orals / presentations
• self and peer assessment
• examinations
• open book
• closed book
• open note

59
Marking

• All assessments must have
• detailed marking scheme indicating how each set
  of marks is to be awarded
• definitive solution where appropriate
• recognition of valid alternatives

60
Exercise 2

• Include the Assessment strategy for the Advanced
  Database module, along with a justification for
  your choice of assessment type(s).
• Present your groups solution to the others for
  discussion.

61
What Does Level 7 Entail?

• From a student viewpoint
• exploration of boundaries, whereas preceding
  levels focused on knowledge and skills within
  them
• performing more highly complex tasks and
  procedures
• accepting accountability in decision-making
  processes
• responsibility for initiating supervisory and
  peer support contacts

62
What Does Level 7 Entail?

• From a lecturer viewpoint
• modes of learning and teaching
• implementing the strategy
• lectures, seminars, workshops, encouraging
  independent learning, supervision
• assessment, marking, moderation
• personal development planning

63
Supervision

• Separate session on projects gives detailed
  information on requirements.

64
Franchise College Flexibility

• You will be provided with a module guide for each
  module you are teaching, but have the flexibility
  to
• give additional lectures/seminars/workshops as
  appropriate for your students
• give extra guidance/references to additional
  materials
• make recommendations to the module tutor at
  Northumbria for changes to the delivery/assessment
  of the module
• contribute towards the assessments via the
  Northumbria module tutor
• ensure that your students are prepared for the
  assessments set

65
Moderation

• The total assessment for a module should assess
  all the stated learning outcomes. Moderation
  should also check for
• standards
• level
• correctness
• fairness

66
Moderation Process

• Evidence of Assessment
• internal and external
• pre-assessment checking
• for standards, correctness, level, fairness
• post-assessment checking (next slide)
• provides audit trail

67
Moderation Process (Cont.)

• post-assessment checking
• mark
• according to marking scheme e.g. 2/3 where max.
  of 3 marks to be awarded for that topic
• include zero marks e.g. 0/3 where student has
  not given any relevant answer to a topic
• an indication that each page has been
  read/considered
• second-mark sample of scripts
• best, worst, borderline
• check addition of marks awarded by marker
• indication that all marks have been ratified
• if disagreement, recommendation as to resolution
  (not just average disputed marks) with
  justification

68
Guidance Tutoring

• Each student is allocated a guidance tutor, who
  helps with
• personal development planning
• academic problems
• personal difficulties
• Not as a professional counsellor but to direct
  to appropriate professional contact.

69
Personal Development Planning

• Progress files
• consider work and life experiences development
  at university with regard to career planning and
  future employment
• reflect on the process of learning - learn to
  learn
• lifelong learning skills transferred to the
  workplace
• plan/reflect/review progress (including a record
  of academic results)
• http//online.northumbria.ac.uk/LTA/pages/progress
  _materials.htm

70
Progress Files will Normally Contain

• written guidance and support material
• review of learning prior to joining Northumbria
  University
• semester by semester planning and review sections
  
• framework for career planning and the development
  of a C.V.
• reflection on work and "life" experiences.
• reflections on key skills development
• transcript recording academic achievement

71
Exercise 3

• What material could your students include in
  their progress file from what already exists,
  without having to produce extra written work?
• Present your suggestions to the others for
  discussion.

72
Summary

• LTA strategy
• lectures/seminars/workshops
• assessments
• moderation
• guided/independent learning
• guidance tutoring/progress files