Continuous Online Assessments

Local context (specific)

Assessment is a crucial part of both face-to-face and online education. Learning outcomes, as well as assessment criteria defined in the curricula, are key factors in the planning of assessment and selection of assessment type(s). In general, the aim of evaluation of student’s study attainments is to:

• monitor the progress of studies
• collect information on the learning process
• gather information on the learning outcomes.

When assessment is well designed, it encourages students to activities which enable deep learning.  By using formative assessment methods, it is possible to monitor students' learning and obtain ongoing feedback about learning and teaching. On the other hand, the goal of summative assessment is to evaluate learning at the end of the learning process (end of a suitable instructional unit e.g. theme, middle of the course, end of the course etc.).

 

In the optimal scenario, assessment should enhance a student's learning and certify achievements at the same time. Traditionally summative assessment in the Chemistry degree program at the University of Oulu has been performed using face-to-face exams at the end of course and/or module. Thus, these course exams have been the most important part of the course for the student and the most important factor for learning (backwash effect). Exams provide graded information about students' learning, but only in some cases feedback to students on how to enhance learning.

 

Currently, UOulu wants to develop assessment toward authentic and continuous assessment, encourage teachers to use a variety of alternative assessment practices, as well as provide student’s flexible performance opportunities. Due to this, we need the change in the culture of our assessment.

Local CPD goals

Local educational scope (science, technology, engineering, math, other?)

The Chemistry degree programme at the University of Oulu contains studies in different fields of chemistry: analytical, applied, inorganic, physical and/or organic chemistry. The programme also contains compulsory laboratory work and optional studies offered by other degree programmes in the Faculties of Education (chemistry teachers), Science and Technology. For instance, a student can include studies in the field of math, physics, engineering – process engineering is a typical choice among many others – to further build their interdisciplinary study path.

 

Pre-knowledge / Background of the participating local teaching staff

UOulu provides pedagogical education to teaching staff to become experts in university teaching and learning. They provide 5-credit introductory courses to university pedagogy and other short trainings related to e.g., alternative assessment methods, the use of Moodle tools, video editing etc. In addition, the Faculty of Education provides 25 ects studies in university pedagogy and 35 ects pedagogical studies for university teachers.

• More than 50% of the chemistry degree programme teachers have teacher’s eligibility (min. 60 ects pedagogical studies).
• More than 70% of the chemistry degree programme teachers have done at least a 5 ects introductory course to university pedagogy.

List of local CPD goals

• Promote and develop alternative assessment methods for our chemistry courses following constructive alignment principles.
  1. Improve teaching competences.
  2. Motivate students for active learning.
  3. Enhance deep learning.
• Change the culture of assessment and teaching attitudes related to it.
  1. Using our own assessment examples will motivate fellow lecturers to develop their own teaching practice in a specific field.
  2. Use of evidence-based approach to justify our approach.
  3. Literature
  4. Ideas shared in the STEM-CPD community.
• Development of new local CPD activities

 

• Expected impact of the CPD user case on the quality of local teaching practice.

Positive change towards authentic and continuous assessment by encouraging teachers to use a variety of alternative assessment practices, which will also provide flexible performance opportunities for students.

 

Needs defined in STEM-CPD Roadmap