Learning Teaching and Assessment Strategy Presentation by Lynne Newall Northumbria University Based on original material by Alastair Irons and Dave Kemp.

Learning Teaching and Assessment Strategy

Presentation byLynne Newall

Northumbria University

Based on original material by Alastair Irons and Dave Kemp

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

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

strongly guided progressively independent

level 4(Yr 1 BSc)

level 5(Yr 2 BSc)

level 6(Yr 3 BSc)

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

primarily independent

level 7 (MSc)

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

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

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

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

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

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

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

What Does Level 6 Entail?

From a student viewpoint: report writing critical evaluation plagiarism referencing

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

Generic Structure for a Paper or Report

abstractabstract

introductionintroduction

main bodymain body

conclusionsconclusions

reference listreference list

Depending on purpose of paper the detailed contentof main body will change.

General structure remains

Standards for layout, references etc.

Depending on purpose of paper the detailed contentof main body will change.

General structure remains

Standards for layout, references etc.

AbstractA brief description of the aims of the paper, the work undertaken,and conclusions reached.

A brief description of the aims of the paper, the work undertaken,and conclusions reached.

Length:varies withwork

Length:varies withwork

Title of workAuthor

ABSTRACTREST OF PAPER

Title of workAuthor

ABSTRACTREST OF PAPER

Introduction

First section of paper

Describes background to thework, giving a clear statement of the objectives, purpose of work, any limitations.

Brief outline of rest of paper

First section of paper

Describes background to thework, giving a clear statement of the objectives, purpose of work, any limitations.

Brief outline of rest of paper

Often writtenlast!

Draft producedearly

Often writtenlast!

Draft producedearly

Main Body

Structure depends on type of paperStructure depends on type of paper

General Points:Plan workDevelop themes Introduce topics in a sensible logical orderConsider use of diagrams, etc.Adopt a good style of writingReview work

General Points:Plan workDevelop themes Introduce topics in a sensible logical orderConsider use of diagrams, etc.Adopt a good style of writingReview work

Main Body in ProjectAnalysis, Synthesis, Evaluation

Analysis - background to problem area/ topic; criticalexamination of methods and techniques that might be used to solve the problem & and constraints.Includes literature survey

Analysis - background to problem area/ topic; criticalexamination of methods and techniques that might be used to solve the problem & and constraints.Includes literature survey

Synthesis - a description of the work done; the resultsobtained; justification of these; design choices

Synthesis - a description of the work done; the resultsobtained; justification of these; design choices

Evaluation - a criticalreview of the technical aspects ofthe work; strengths & weaknesses ofmethods & techniques

Evaluation - a criticalreview of the technical aspects ofthe work; strengths & weaknesses ofmethods & techniques

Main Body - Review Paper

This is a form of literature surveyThis is a form of literature survey

Aim:1. to determine the state of art in a particular area2. to identify a set of useful techniques/ methods/ algorithms for future use.

Aim:1. to determine the state of art in a particular area2. to identify a set of useful techniques/ methods/ algorithms for future use.

How not to do it:Do not simply list each book or paper you have readWith a precis of it.

How not to do it:Do not simply list each book or paper you have readWith a precis of it.

Give it structure / Develop ThemesGive it structure / Develop Themes

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.

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.

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.

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.

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.

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

Conclusion

bring together the many points madeearlier in the paper

bring together the many points madeearlier in the paper

if a reportdraws on evaluationindicates future work

if a reportdraws on evaluationindicates future work

if a review paper provides summary of previous

pointsmay indicate future

developments

if a review paper provides summary of previous

pointsmay indicate future

developments

should relate tointroduction

should relate tointroduction

repeats previouspoints

repeats previouspoints

References

It is very important that you acknowledgeany work of others that you use or adapt in your own work, or that provides theessential background or context to yourwork

It is very important that you acknowledgeany work of others that you use or adapt in your own work, or that provides theessential background or context to yourwork

The use of references is the standardway to do this

The use of references is the standardway to do this

Standards for ReferencesStyles in TextStyles in Text

Romero (1982) identified three stake holders ...

In [4] the three stake holders in the process are ...

Romero [ROME82] identified three stake holders ...PREFERREDPREFERRED

Date a Web reference

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 orderingalphabetical ordering

Sentence should “sound right”Sentence should “sound right”problem ofdialect

problem ofdialect

Be consistent with tensemixing past with presentBe consistent with tensemixing past with present

The computer was turned onPassive voicePassive voice

I turned the computer onActive voiceActive voice

be c

on

sis

ten

tb

e c

on

sis

ten

tAvoid Long ComplexSentences

Write Sentences that are Concise

Use a few words to convey messageUse a few words

to convey message

Watch for redundancyWatch for redundancy

“the great majority”“the majority”

Watch for phrases that can be shortened to oneword:

along the lines of like

due to the fact thatbecause

at some future pointlater

Watch for phrases that can be shortened to oneword:

along the lines of like

due to the fact thatbecause

at some future pointlater

Write Sentences that are Precise

Avoid ambiguity and vaguenessAvoid ambiguity and vagueness

Rather a lot of students passed the first yearRather a lot of students passed the first year

vague

Say what youmean

Use technical terms to avoid ambiguity andvagueness

Use technical terms to avoid ambiguity andvagueness

Putting it Together

To make writing flow you need a structure that allows the logical

development of the material

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

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

a keya key

FlowFlow

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

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 CopyDo Not Copy

Plan

EssentialEssential

Work

timetable

sources

resources

Work

timetable

sources

resources

Report StructureReport Structure

introduction

topic 1

topic 3

topic 2

topic 4

conclusion

Check Yourwork

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

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

Pictorial DiagramsCheck List

reference in text?reference in text?

title for picture?title for picture?

labels on diagram?labels on diagram?

size & scale?size & scale?

simplified / stylised?simplified / stylised?

figure 1. Generic PC

Monitor

Keyboard

System Box

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

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

Collusion and Plagiarism http://www.unn.ac.uk/central/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 student’s work lecture handouts

“ghosting” PENALTY

loss of marks, much heartache and poor reference

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

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.

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

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)

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

Efficiency vs Learning ExperienceSingle 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

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, I’ll 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”

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…”

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 Bradley’s example module)

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

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

Workshops gain practical skills individual/group activities

copying/collusion supervised/unsupervised

additional support/help facilities workbooks

mini-assessments

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 group’s guide to the others for discussion.

Guided LearningAt 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

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

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

Types of Assessed Work coursework

individual and group assignments class tests orals / presentations self and peer assessment

examinations open book closed book open note

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

Exercise 2

Include the Assessment strategy for the Advanced Database module, along with a justification for your choice of assessment type(s).

Present your group’s solution to the others for discussion.

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

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

Supervision

Separate session on projects gives detailed information on requirements.

Franchise College FlexibilityYou 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

Moderation

The total assessment for a module should assess all the stated learning outcomes. Moderation should also check for:

standards level correctness fairness

Moderation Process

Evidence of Assessment: internal and external pre-assessment checking

for standards, correctness, level, fairness

post-assessment checking (next slide)

provides audit trail

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

Guidance Tutoring

Each student is allocated a guidance tutor, who helps with:

personal development planning academic problems personal difficultiesNot as a professional counsellor –

but to direct to appropriate professional contact.

Personal Development PlanningProgress 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

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

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.

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