Assessing scenario-based learning - UCL - Londons Global 评估方案为基础的学习-伦敦-伦敦的全球.pptVIP

Assessing scenario-based learning John Mitchell Electronic and Electrical Engineering With thanks to: Sally Day, Rosalind Duhs, Lewis Elton, Tony Kenyon, Oleg Mitrofanov, Cyril Renaud, Miguel Rio, Ed Romans, Seb Savory, Jan Smith, Benn Thomsen. SYMPOSIA ON ASSESSMENT FOR LEARNING Developing scenario-based learning forformative and summative assessment It is not in fact teaching but assessment that plays the largest part in guiding students’ learning. 1 ‘it can be argued that giving learners feedback is just about the most important dimension of the work of teachers in post-compulsory education … but perhaps all told, formative feedback is the vital dimension, as given at the right time and in the best possible way it can lead learners steadily towards successful achievement in summative assessment contexts. 2 1 Snyder B.R, (1971) The Hidden Curriculum. New York; Alfred A Knopf 2 Race P. (2005) “Making Learning Happen”, Chapter 5, Learning through Feedback, London, Sage Proforma Very useful for general feedback Common areas of mistakes Less easy to use for more ‘open’ task Scenarios Follow the model developed by Civil Engineering of one week, self contained, group work scenarios (problems) Aim of supporting learning rather than teaching new material Pilot process of 3 first year scenarios and two second year scenarios just completed Scenario Assessment A mix of instruments used Milestones Presentations Individual technical reports Traditional reports Critical Assessments of other teams solutions Group technical report User manual Due diligence document Individual Narratives History of Student-Centred Learning in EEE 2004 – Problem Based Learning Modules Begin 2008 – First Scenario Weeks Piloted STUDENT–CENTRED LEARNING: WHAT DOES IT MEAN FOR STUDENTS AND LECTURERS? Geraldine O’Neill and Tim McMahonIn: Emerging Issues in the Practice of University Learning and Teaching Problem Based Learning 4 Problems over 12 Weeks (Term 1) 6 Students per group, groups stay the s