Integrating TRIADS CBA
into a Biology curriculum
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Richard C. Rayne and Glenn K. Baggott |
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r.rayne@bbk.ac.uk |
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http://www.bbk.ac.uk/olaaf/ |
The situation
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adults (aged >20 y), full-time
employed |
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variety of educational backgrounds |
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reflect the cultural diversity typical
of London |
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classes: evening, once per week |
Goal: Improve Learning
Support
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CBA can play a key role� |
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forces author to carefully consider key
learning objectives |
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formative and summative modes |
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web-delivered |
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sophisticated question styles permit
tests of
higher-order learning |
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CBAF is even better |
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F = feedback |
TRIADS CBA
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TRIADS = TRIpartite Assessment and Delivery
System |
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��a toolkit for users of Authorware
Professional designed to facilitate rapid and easy production of computer
aided assessments. The sign-on, question sequencing, results calculation and
filing are handled automatically.� |
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http://www.derby.ac.uk/assess/webdemo/ |
TRIADS Authoring &
Delivery (1)
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Code templates for around thirty
generic question styles |
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Multiple-choice/response types |
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Move object types (label diagram,
classification, sequence) |
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Text/Numeric entry |
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Graph plotting |
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Draw Object |
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Combinations |
TRIADS Authoring &
Delivery (2)
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Authorware packages assessments for
either: |
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Web/Intranet delivery |
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Requires Authorware Web Player Plug-in |
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LAN/Local delivery (as an .exe) |
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Results are filed either locally or
back to FTP server |
OLAAF: Rationale
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OLAAF = OnLine Assessment and Feedback |
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HEFCE FDTL4 |
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The gaps: |
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few tools available to guide the author
in composing appropriate questions and feedback |
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few resources to guide the author in combining
questions in assessments in a way that enhances student learning |
Objectives of the OLAAF
Project
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Develop and disseminate generic
guidelines for the construction of CBAF |
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through collaborative efforts of the
project consortium and other OLAAF participants |
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Major output of this collaboration: |
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a �CBAF Author�s Toolkit� |
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resources available via the web, on CD,
and in print |
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will support authors in the design,
delivery and evaluation of CBAF |
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guidance will, where possible, be
evidence-based |
OLAAF will focus on�
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Test �higher order learning� |
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i.e. cognitive levels above recall |
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ReCAP* |
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Recall (= Bloom�s �knowledge�) |
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Comprehension |
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Application |
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Problem solving (= analysis + synthesis
+ evaluation) |
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* Imrie (1995) Assessment &
Evaluation in Higher Education 20 (2): 175-189. |
OLAAF will focus on�
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Assessment Construction |
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not �question banks�, rather� |
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how to most effectively combine
question styles to promote and test higher learning |
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High Quality Feedback |
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in formative and summative assessment |
OLAAF Consortium
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Birkbeck College, University of London
(Lead Site) |
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Biological & Chemical Sciences,
Earth Sciences |
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University of Plymouth |
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Biological Sciences, Environmental
Sciences |
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London Metropolitan University |
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Biological & Applied Sciences |
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University of Brighton |
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Institute of Nursing & Midwifery |
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University of Wales College of Medicine |
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Dental School |
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University of Birmingham |
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Civil Engineering |
Preparing students for
TRIADS
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Test the subject matter, not �TRIADS
skills� |
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Provide opportunities for supervised
practice |
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Provide support materials |
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Author questions carefully and
consistently |
1. Practice opportunities
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Year 1, Autumn Term |
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a �practice� test and� a �low stakes� test |
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paper-based �tutorial� given |
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Year 1, Spring Term |
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frequent TRIADS testing a key feature
of Molecular Cell Biology unit |
2. Support: print &
web
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logging in to TRIADS tests |
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examples of question styles |
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test-taking strategies |
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explanation of results output |
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obtaining Authorware plug-in |
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Logging in�
Examples of question
styles�
Test-taking strategies�
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Clearing incorrect responses |
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emphasise click �done�, click �no� |
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How to use swap areas |
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Cues: colour-coded answer slots and
labels |
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Paging behaviour |
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one-by-one; skip and go back |
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Revisiting questions |
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Why are they blank!? |
Results output�
3. Consistent authoring
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Careful commands with consistent usage
between questions |
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refer to labels and answer slots |
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Sequence: ��place labels in order to
describe the sequence of events in�� |
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Label diagram: ��use the labels to
identify�� |
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Logical coding |
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e.g. layout, colour/texture coding |
Place in curriculum?
(present)
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Year 1: |
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2 of 3 course units |
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Foundations of Biology |
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Molecular Cell Biology |
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Year 2: |
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Summer vacation unit |
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Field Biology |
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1 of 4 units |
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Cellular Metabolism |
Place in curriculum?
(future)
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Year 3/4: |
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Statistics for Biologists |
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Animal Physiology & the Environment |
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Other? |
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MSc Physiology |
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Physiology of Respiratory and
Circulatory Systems |
Acknowledgements
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Birkbeck College Development Fund |
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The TRIADS team |
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Dijana Maric |
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(Authorware Programming, TRIADS admin) |
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