Observation
This page describes an implementation of an assessment method by a lecturer or group of lecturers. The content of the page is the result of an interview conducted through the RAFT project in DIT in the 2013-14 Academic Year.
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Lecturer and Contact Details
Programme and year on which assessment was offered
Description
Observation – get engagement with group learning process, group discussions and self directed phase. Their actions dictate learning. The tutor must try to gauge learning through monitoring interaction.
Why did you use this assessment?
I feel they don’t understand what their role is. This is an attempt to get them to a point where they can become confident in that method of learning.
The tutor observes student interaction and then gives pointers to fill the gaps in knowledge or understanding.
Why did you change to this form of assessment?
Followed from change to PBL structure. This method supports the change.
How do you give feedback to students?
Primarily verbal, individually during group meetings. Give them examples of where they have done well and aspects they can improve on. Feedback and mark provided.
There are several questions about this method that should be considered:
- Should the feedback be group/individual?
- Should it be formative feedback or a mark?
What have you found are the advantages of using this form of assessment?
- Gives students a sense of what is expected
- Prompt feedback – allowing students to adjust to suit the method
- Students need to buy in to the process
- Quick and dirty feedback
- Thinking about performance
What have you found are the dis-advantages of using this form of assessment?
- Difficult to catch students in action
- Observation timing is difficult as you just get a sample of interaction which is not necessarily representative of overall engagement
- This is a qualitative procedure but a definitive mark is required
- Time required
If another lecturer was using this assessment method would you have any tips for them?
Do: talk to others to ensure understanding of philosophy, ensure to match epistemology/learning approach, make it sustainable, give it a go, read Alverno framework for self assessment, run 30 minute session “How to...”, formative and resubmit for low marks.
Don’t: get hung up on accuracy (if learning happening all else will follow), take laborious notes, large student groups, time pressure, make it longer than 1 page
Do you have any feedback from students about this assessment?
During a focus group there appeared to be confusion about expectations. Independent learning is difficult for some. Mixed responses dependent on learner epistemology.
