Assessment strategy

Assessment in the context of EIHC is considered a multi-dimensional part of the learning process (Ewan & White, 1996) and as such there was a clear fit philosophically and theoretically with more interpretivist orientated approaches to assessment. Interpretivist approaches to assessment clearly accept that 'truth' is a social construct, that is 'a matter of consensus among informed and sophisticated constructors' (Guba & Lincoln, 1989). Positivistic approaches to assessment, on the other hand, are based on the assumption that truth is absolute and that assessment compares student performance against a previously established model response (Elton & Johnston, 2002). The nature of the material considered in this module and the integrated approach to learning, teaching and assessment which was aspired to during modular development led quite naturally to an interpretivist approach being adopted based upon a criterion-referenced approach to assessment.

In accordance with a constructive alignment approach, the assessment addresses the objectives, in order to test to if the students have learned what the objectives state they should be learning (Biggs, 2003). A further aim of the assessment is to promote peer learning and the type and format of the assessment helps to achieve this.

The assessment strategy is a small group seminar presentation (x 3 students). This maintains the continuity of the module and requires students, within a presentation group of three, to select a topic for development for their presentation. One of the aims of small group learning, in the form of seminar groups, is to advance the topic that has been introduced in the lecture. Although seminars traditionally involve reading a paper, which is then presented by one member of a group and followed by group discussion (Quinn, 2000), the module uses a topic-centred approach (Perry & Moody, 2005). This requires students to review and reflect on the topic area using guided reading and take an active part in the seminar discussion. It is expected that students will access and retrieve relevant literature, prepare, organize and present the key issues concerning their topic to the larger seminar group and be prepared to discuss issues raised by the group (Perry & Moody, The assessment is intended to examine the broad scope of the module content and enable the students to develop their knowledge in an area of their choice and present their findings to their peer group and the lecturer/facilitator. It was felt that as assessment is a key area in facilitating and motivating students it was important to allow students the opportunity to develop their learning in a relevant area of their choice and to share this with the wider seminar group (Perry & Moody, 2005). Further, a seminar presentation as the assessment tool provides the students with the opportunity to develop their knowledge and a variety of other skills, such as, co-operation and team working skills. Another advantage of this approach is that as students are preparing to present to a group of their peers, they are likely to be well motivated to thoroughly prepare and research their chosen topic which is likely to require and result in deep learning (Race & Brown, 2001).

The group seminar presentation is lecturer (75%) and peer (25%) assessed. The use of a combined assessment method provides an effective way of testing achievement of the learning outcomes and provides students with an opportunity to gain credit from their peers with regard to individual ability. It was felt that this approach would satisfy issues related to meeting the module outcomes in relation to the development of student learning but there would also be, because of the nature of the assessment, an impact on the learning of the students in the larger seminar group both by means of the material presented and the discussion which follows. The student seminar presentations thus have the potential to have a significant impact on the learning of other students in the group.

The lecturer assessment considers achievement of the module learning outcomes and the specific learning outcomes students prepare for their seminar presentation. A form of criteria-based assessment is used where grades are awarded according to how well student groups meet the identified learning outcomes (Biggs, 2003). The grading scale includes criteria such as knowledge and understanding, analysis and discussion, application, structure and sequence and presentation skills in conjunction with numeric scales. Each numeric grading category is assigned qualitative criteria required to achieve the particular grade. This helps lecturers to grade student groups according to their demonstrated ability to meet the identified learning outcomes in the context of a group seminar presentation. Lecturers meet to discuss how they have reached their grading decisions to ensure articulation of their values and judgements as assessors. An overall group mark is given for the lecturer assessment.

According to Freeman and McKenzie (2002), however, students can view groupwork assessment as unfair if there is equal reward for unequal contributions. The emphasis on the role of lecturer as facilitator in EIHC helps to overcome this by ensuring that the development of the group seminar presentation is closely monitored. The level of contribution from each person within the small presenting groups is discussed at the initial meeting and followed up at progress meetings with the facilitator. If students are having a problem with someone in their group they are encouraged to try and sort this out themselves but if they are unable to the facilitator will intervene.

A peer assessment element is also used, adopting a process approach, so that each student can grade and comment upon their group members in relation to their contribution to the groupwork required to develop the group seminar presentation. Students are, therefore, aware that part of their overall grade comes from their individual effort in relation to the groupwork element of EIHC which should motivate them with regard to their own contribution.

The percentage allocated to the peer assessment element is limited to 25% as this is the first time (in the nursing program) that students are required to undertake peer assessment and they may have limited experience of this process. Students need to be well prepared for undertaking peer assessment and preparation and support are key elements in making sure that peer assessment is a meaningful activity for students. In EIHC the facilitator emphasizes that all participants must take a responsible approach to peer assessment and encourages students to grade each other on the basis of their contribution to groupwork and seminar presentation development. Peer assessment in groups may be subject to bias due to friendship, gender, age, ability, ethnicity or prior experience and the facilitator should plan in order to minimize the risk of these biases occurring (Falchikov, 2005). Classroom time is allocated to consider group processes and developing students` abilities to work in a group. Grading criteria are clear and facilitators monitor the progress of students and are available to mediate if disagreements occur (Boud et al., 2001).

Peer assessment can be outcome or process orientated. Peer assessment as an outcome can involve grading written work or oral presentations whilst peer assessment of the process focuses on the student's contribution to the different activities associated with groupwork (Elliott & Higgins, 2005). In EIHC peer assessment takes a process approach and is completed prior to the presentation by those in the seminar presentation group. The process approach to peer assessment is considered important particularly when the assessment involves groupwork (Falchikov, 2005) as it allows students to comment upon and allocate marks to their fellow group members for their commitment and contribution towards the development of the group seminar presentation. The peer assessment relates to areas such as, contribution to group activity, playing an active part in discussions, respecting other people's opinions, taking a fair share of tasks and completion of allocated tasks, playing an active part in knowledge development and showing commitment to group activity.

In addition to the seminar presentation students also provide a summary and a reference/reading list. Undertaking this activity aids in the planning and structuring the group seminar presentation and aims to consolidate group cohesiveness. The process of preparation necessary for the seminar presentation makes it less likely that students will take a superficial approach to learning, as success requires a level of engagement with the relevant ethics material that can result in deep learning (Cole & Chan, 1994).

مواضيع ذات صلة

An Integrated Approach to Learning, Teaching and Assessment in a Healthcare Ethics Module Conclusions

Module evaluation

Peer learning

Lecturer as facilitator

Learning and teaching strategies

The module Ethics in Healthcare

Curricula requirements

Integration what it means

An Integrated Approach to Learning, Teaching and Assessment in a Healthcare Ethics Module

Perspectives of Teachers and Students towards Assessment Conclusions

Norm-referenced assessment (NRA) in teaching staff grading

Grading descriptors