Pub Date : 2021-01-07DOI: 10.29311/NDTPS.V0I16.3588
E. R. Edwards, H. Interthal, H. McQueen
The transition into higher education stretches students socially, academically and within their personal lives requiring adaptation and development of resilience. For many, such demands may lead to decreased mental well-being and, for some, mental ill-health.This project aimed to trial simple mental health awareness and well-being tasks with first year undergraduate students, and to determine whether students find these interventions beneficial and worthy of embedding as transition activities within the first-year curriculum. Four activities were trialled with 185 first-year students who reported the activities as beneficial. All activities caused an overall increase in student knowledge of how to maintain good mental well-being. In the light of this project’s findings, such activities are recommended for embedding into the first-year curriculum and throughout higher education.
{"title":"Managing your mind: how simple activities within the curriculum can improve undergraduate students' mental health and wellbeing","authors":"E. R. Edwards, H. Interthal, H. McQueen","doi":"10.29311/NDTPS.V0I16.3588","DOIUrl":"https://doi.org/10.29311/NDTPS.V0I16.3588","url":null,"abstract":"The transition into higher education stretches students socially, academically and within their personal lives requiring adaptation and development of resilience. For many, such demands may lead to decreased mental well-being and, for some, mental ill-health.This project aimed to trial simple mental health awareness and well-being tasks with first year undergraduate students, and to determine whether students find these interventions beneficial and worthy of embedding as transition activities within the first-year curriculum. Four activities were trialled with 185 first-year students who reported the activities as beneficial. All activities caused an overall increase in student knowledge of how to maintain good mental well-being. In the light of this project’s findings, such activities are recommended for embedding into the first-year curriculum and throughout higher education. ","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133380662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-12-17DOI: 10.29311/ndtps.v0i15.3590
H. Mulrooney, A. Kelly
The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.
{"title":"The university campus and a sense of belonging: what do students think?","authors":"H. Mulrooney, A. Kelly","doi":"10.29311/ndtps.v0i15.3590","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3590","url":null,"abstract":"The physical configuration of the university campus impacts upon student learning and experience, and can be used to signal institutional priorities. The extent to which campus, particularly in post 92 institutions, is designed as opposed to evolving as older buildings are repurposed or replaced is variable. Student experiences and perceptions of the campus physical space are also unclear. This study aimed to explore student perceptions using qualitative methods. Data were collected during 8 focus groups from 37 participants. The majority were young and female, with considerable ethnic diversity. Six major themes were identified, many of which did not directly relate to the physical space itself. Rather the impact upon students’ emotional experience and engagement with the institution was emphasised. ‘Belonging’ was the most common theme; indicating that the nature of the physical space on campus is not neutral, but can affect the extent to which students can form attachments with each other and academic staff. ‘Nature’ was the second most commonly mentioned theme. Green space has therapeutic potential in stress management, important given mental health concerns in young people including students. The ideal campus as described by participants would include green non-smoking spaces with an emphasis on health promotion. Opportunities to include nature on campus should be taken, and future proposals to design the campus should canvas student views.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127474923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-04DOI: 10.29311/ndtps.v0i15.3467
Suzan Orwell, J. Denholm-Price, Eglė Butt
The ‘clickers project’ is a University-wide project, designed to provide an inclusive facility for technology-enhanced learning to staff and students. Every level 4 student received a free clicker device. Students were asked to register their clicker using the University’s virtual learning environment (VLE) in order to investigate student engagement with in-class quizzes using clickers. Participation in the clicker registration process was recorded and evaluated as an indication of engagement with classroom technologies. Overall, significant differences in progression and participation in the registration process were observed with respect to ethnicity, gender and non-continuation rates for full-time, first degree entrants. In an accompanying survey, students who were less confident in their in-class responses were more likely to resist working with peers or to give-up more quickly when tackling difficult questions. This paper presents three key elements of the project: First, Kingston University’s inclusive approach in promoting classroom technology, second, analysis of engagement with the clicker registration process, and finally student perceptions of the use of classroom technologies. The objective is to show how classroom technologies can be seen as inclusive tools for feedback, capable of providing early signs of gaps in attainment among learners.
{"title":"Classroom Response Systems: Inclusion, Attainment and Active Learning","authors":"Suzan Orwell, J. Denholm-Price, Eglė Butt","doi":"10.29311/ndtps.v0i15.3467","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3467","url":null,"abstract":"The ‘clickers project’ is a University-wide project, designed to provide an inclusive facility for technology-enhanced learning to staff and students. Every level 4 student received a free clicker device. Students were asked to register their clicker using the University’s virtual learning environment (VLE) in order to investigate student engagement with in-class quizzes using clickers. Participation in the clicker registration process was recorded and evaluated as an indication of engagement with classroom technologies. Overall, significant differences in progression and participation in the registration process were observed with respect to ethnicity, gender and non-continuation rates for full-time, first degree entrants. In an accompanying survey, students who were less confident in their in-class responses were more likely to resist working with peers or to give-up more quickly when tackling difficult questions. This paper presents three key elements of the project: First, Kingston University’s inclusive approach in promoting classroom technology, second, analysis of engagement with the clicker registration process, and finally student perceptions of the use of classroom technologies. The objective is to show how classroom technologies can be seen as inclusive tools for feedback, capable of providing early signs of gaps in attainment among learners.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114502342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-27DOI: 10.29311/ndtps.v0i15.3279
Ian Piper, A. Kelly, H. Mulrooney
Pre-university (foundation or Level 3) study attracts significant student numbers annually, but approximately 10% of successful Level 3 students do not progress into their university degrees. This project aimed to identify the experiences of current and previous Level 3 students, using questionnaires and focus groups to explore differences by gender, ethnicity and intention to study. One hundred and two current and 56 previous level 3 students participated. Those who felt part of the university were significantly more likely to agree that the foundation course met their expectations. Personal support from academic staff, was highly ranked by students in all year groups, peaking in the final year. Despite considerable student diversity, the foundation year met expectations. However this was significantly lower for Black students compared with other ethnicities, which needs further exploration. Fostering ‘belonging’ to university is important for foundation year students to improve retention rates into their degree courses.
{"title":"Transition to higher education; prospective and retrospective student experiences","authors":"Ian Piper, A. Kelly, H. Mulrooney","doi":"10.29311/ndtps.v0i15.3279","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3279","url":null,"abstract":"Pre-university (foundation or Level 3) study attracts significant student numbers annually, but approximately 10% of successful Level 3 students do not progress into their university degrees. This project aimed to identify the experiences of current and previous Level 3 students, using questionnaires and focus groups to explore differences by gender, ethnicity and intention to study. One hundred and two current and 56 previous level 3 students participated. Those who felt part of the university were significantly more likely to agree that the foundation course met their expectations. Personal support from academic staff, was highly ranked by students in all year groups, peaking in the final year. Despite considerable student diversity, the foundation year met expectations. However this was significantly lower for Black students compared with other ethnicities, which needs further exploration. Fostering ‘belonging’ to university is important for foundation year students to improve retention rates into their degree courses.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"100 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122829922","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-24DOI: 10.29311/ndtps.v0i15.3466
Fedor Duzhin, Amrita Sridhar Narayanan
In an undergraduate programming class taught at Nanyang Technological University, Singapore, students ( N =243) were given an opportunity to grade reports submitted by their peers. 10% of all students participated in peer grading and were satisfied with the grade given to them by peers (i.e., this group did not use instructors’ resources). 13% participated in peer grading, updated their reports based on peer feedback, and submitted to a course tutor for final grading. We have shown that even though students who participated in peer grading and updated their reports achieved higher scores, but it happened because they were stronger students to begin with. At the same time, scores of students who participated in peer grading and did not re-submit their reports to an instructor were not lower than average scores. Thus peer grading can be recommended in teaching programming classes as a strategy that reduces instructors’ workload while not jeopardizing students’ learning.
{"title":"Peer grading reduces instructor’s workload without jeopardizing student learning in an undergraduate programming class","authors":"Fedor Duzhin, Amrita Sridhar Narayanan","doi":"10.29311/ndtps.v0i15.3466","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3466","url":null,"abstract":"In an undergraduate programming class taught at Nanyang Technological University, Singapore, students ( N =243) were given an opportunity to grade reports submitted by their peers. 10% of all students participated in peer grading and were satisfied with the grade given to them by peers (i.e., this group did not use instructors’ resources). 13% participated in peer grading, updated their reports based on peer feedback, and submitted to a course tutor for final grading. We have shown that even though students who participated in peer grading and updated their reports achieved higher scores, but it happened because they were stronger students to begin with. At the same time, scores of students who participated in peer grading and did not re-submit their reports to an instructor were not lower than average scores. Thus peer grading can be recommended in teaching programming classes as a strategy that reduces instructors’ workload while not jeopardizing students’ learning.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124929122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-24DOI: 10.29311/ndtps.v0i15.3447
N. Mistry, S. Nicholson
The use of laboratory work to improve students’ knowledge of theory is one that is disputed. Student reflections of what they learn during practical work repeatedly show that students rarely think about theory. There is a lack of data that objectively compares students’ knowledge of theory where they complete an associated experiment to when they do not in order to understand if practical work does effect students’ knowledge of scientific concepts. In this work we aimed to address this gap by investigating the effect of students’ knowledge of organic mechanisms where they both perform and associated experiment and where they did not. Our results showed that organic chemistry experiments had no effect on students’ knowledge of organic mechanisms. These results support the view that there is little evidence to support the use of laboratory work to aid understanding of theory.
{"title":"Investigating students understanding of organic reaction mechanisms from performing organic chemistry experiments","authors":"N. Mistry, S. Nicholson","doi":"10.29311/ndtps.v0i15.3447","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3447","url":null,"abstract":"The use of laboratory work to improve students’ knowledge of theory is one that is disputed. Student reflections of what they learn during practical work repeatedly show that students rarely think about theory. There is a lack of data that objectively compares students’ knowledge of theory where they complete an associated experiment to when they do not in order to understand if practical work does effect students’ knowledge of scientific concepts. In this work we aimed to address this gap by investigating the effect of students’ knowledge of organic mechanisms where they both perform and associated experiment and where they did not. Our results showed that organic chemistry experiments had no effect on students’ knowledge of organic mechanisms. These results support the view that there is little evidence to support the use of laboratory work to aid understanding of theory.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123169366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-15DOI: 10.29311/ndtps.v0i15.3376
A. Voice, A. Stirton
The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant ( p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant ( p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material.
{"title":"Spaced Repetition: towards more effective learning in STEM","authors":"A. Voice, A. Stirton","doi":"10.29311/ndtps.v0i15.3376","DOIUrl":"https://doi.org/10.29311/ndtps.v0i15.3376","url":null,"abstract":"The use of spaced repetition within a physics higher education thermodynamics module has been analysed for: its pattern of use by students; its effect on memory and performance in the end of module exam; and performance in a delayed test after the summer vacation. A custom-built web app with the facility to generate a personalised repetition timetable was used to deliver practice questions on the material throughout the module. Just over a quarter of students, spanning the whole ability range of the class, made use of the app in some way, about half using it in a spaced manner and half using it for massed practice just before the exam. Students who engaged in a spaced manner had an adjusted mean exam score of 70%, compared to 64% for massed usage and 61% for non-usage. The spaced usage represents a positive effect size of 0.47 over non-usage, which is statistically significant ( p = 0.000056). For the delayed test the mean adjusted scores for spacers and non-users were 45% and 34% respectively. Whilst less material had been retained over the summer, this revealed a statistically significant ( p = 0.021) positive effect size of 0.54. This work provides evidence and mechanisms to involve students in repetitive practice during the learning phase of a course to advantage their long term retention of material.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"116 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128048276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-13DOI: 10.29311/ndtps.v0i14.3315
E. Hurrell, Emma Shawcross, Edward Keeling
Over the last decade the number of students coming to university with a BTEC qualification has risen. As BTEC students are more likely to come from widening participation backgrounds, accepting students with a BTEC qualification has been instrumental in helping universities to broaden access to Higher Education. However, the poorer progression and retention of students attending university with a BTEC qualification is a key area of concern. The aim of this study was to explore the transition experience of Biosciences students entering university with a BTEC qualification in order to better target support for these students. Focus groups with current students who entered university with a BTEC qualification, and semi-structured interviews with teaching staff at feeder colleges, highlighted that the BTEC equipped students with many transferable skills relevant to university study. In particular it prepared students for time management, report writing, practical laboratory work and working independently. However, our findings suggest that further support is required in mathematics, chemistry, examination and revision techniques. We propose that instilling confidence, encouraging friendship groups, more transparent advertising and developing inclusive curricula may help to improve BTEC student retention and progression.
{"title":"How does a vocational qualification (BTEC) prepare students for a degree in Biosciences at a research intensive university?","authors":"E. Hurrell, Emma Shawcross, Edward Keeling","doi":"10.29311/ndtps.v0i14.3315","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3315","url":null,"abstract":"Over the last decade the number of students coming to university with a BTEC qualification has risen. As BTEC students are more likely to come from widening participation backgrounds, accepting students with a BTEC qualification has been instrumental in helping universities to broaden access to Higher Education. However, the poorer progression and retention of students attending university with a BTEC qualification is a key area of concern. The aim of this study was to explore the transition experience of Biosciences students entering university with a BTEC qualification in order to better target support for these students. Focus groups with current students who entered university with a BTEC qualification, and semi-structured interviews with teaching staff at feeder colleges, highlighted that the BTEC equipped students with many transferable skills relevant to university study. In particular it prepared students for time management, report writing, practical laboratory work and working independently. However, our findings suggest that further support is required in mathematics, chemistry, examination and revision techniques. We propose that instilling confidence, encouraging friendship groups, more transparent advertising and developing inclusive curricula may help to improve BTEC student retention and progression. ","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125681559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-13DOI: 10.29311/ndtps.v0i14.3325
Phillippa B Cranwell, Michael G. Edwards, K. Haxton, Julie Hyde, E. Page, Daniela Plana, Gita Sedhi, James S. Wright
An extensive study has been conducted into the experiences of Chinese chemistry students studying on transnational education (TNE) programs at four UK institutions partnered with Chinese universities; in particular, student expectations regarding studying in the UK compared with reality were examined. Students were consulted by questionnaire both before and after arrival in the UK. Results from the questionnaires were statistically analysed, the free text responses coded and these data were used to inform further discussion in focus groups. The main differences between the UK and China fell into three key areas: the language barrier; study habits of TNE students in the UK compared to when in China; and the relationship between UK academic staff and the TNE students. These findings are discussed in more detail throughout this paper. We conclude by providing recommendations for other institutions establishing TNE courses.
{"title":"Chinese Students’ Expectations Versus Reality When Studying on a UK-China Transnational Chemistry Degree Program","authors":"Phillippa B Cranwell, Michael G. Edwards, K. Haxton, Julie Hyde, E. Page, Daniela Plana, Gita Sedhi, James S. Wright","doi":"10.29311/ndtps.v0i14.3325","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3325","url":null,"abstract":"An extensive study has been conducted into the experiences of Chinese chemistry students studying on transnational education (TNE) programs at four UK institutions partnered with Chinese universities; in particular, student expectations regarding studying in the UK compared with reality were examined. Students were consulted by questionnaire both before and after arrival in the UK. Results from the questionnaires were statistically analysed, the free text responses coded and these data were used to inform further discussion in focus groups. The main differences between the UK and China fell into three key areas: the language barrier; study habits of TNE students in the UK compared to when in China; and the relationship between UK academic staff and the TNE students. These findings are discussed in more detail throughout this paper. We conclude by providing recommendations for other institutions establishing TNE courses.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127226621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-11DOI: 10.29311/ndtps.v0i14.3223
D. McGarvey, L. M. Hancock
A readily implementable and effective whole-class face-to-face tutor-led student self-assessment method for enhancing engagement with feedback is described and discussed. Key features of the approach are the transfer of responsibility for writing feedback information from teachers to students within a tutor-led face-to-face dialogic feedback session, and students’ self-penned feedback annotations being distinguished from their original work by use of a distinctly coloured pen. Results of a student evaluation are reported and reveal that students perceive this approach as beneficial to their engagement with feedback, their assessment literacy and learning of chemistry.
{"title":"A Whole-Class Self-Assessment Method to Enhance Engagement with Feedback in Low-stakes, High-value Assessments in the Physical Sciences","authors":"D. McGarvey, L. M. Hancock","doi":"10.29311/ndtps.v0i14.3223","DOIUrl":"https://doi.org/10.29311/ndtps.v0i14.3223","url":null,"abstract":"A readily implementable and effective whole-class face-to-face tutor-led student self-assessment method for enhancing engagement with feedback is described and discussed. Key features of the approach are the transfer of responsibility for writing feedback information from teachers to students within a tutor-led face-to-face dialogic feedback session, and students’ self-penned feedback annotations being distinguished from their original work by use of a distinctly coloured pen. Results of a student evaluation are reported and reveal that students perceive this approach as beneficial to their engagement with feedback, their assessment literacy and learning of chemistry.","PeriodicalId":174795,"journal":{"name":"New directions in the teaching of physical sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117029679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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