The core mathematics module for first-year engineering students (190 students) has recently undergone a redesign of the module delivery and assessment. The aim is to build student confidence by encouraging them to take greater responsibility for their learning through the use of self and peer assessment and reflection on the quality of their work and learning. Students keep a log book in which they attempt a worksheet each week before the weekly feedback session. They also record peer feedback and reflection in the log book. It is low risk for the students: if they find the tasks easy, they benefit from the teamwork in class, teaching others and learning to give feedback on their peers’ work; if they find the work more challenging, they can receive help both in class and outside class through the maths drop-in support or the peer mentoring scheme. The log books form 50% of the module assessment with the remaining assessment through an exam. Impact of the changes could be represented by improvements in the student experience, improved exam performance, students being better prepared for second year and being more confident in their academic ability. Data gathered to evidence impact has come through mid-module evaluation, focus groups, post-module feedback forms and exam results. The presentation will describe the changes implemented and consider their effectiveness using some of the data listed above.
|Publication status||Published - 15 Dec 2017|
|Event||11th Annual Irish Workshop on Mathematics Learning Support - North West Regional College, Londonderry, United Kingdom|
Duration: 15 Dec 2017 → 15 Dec 2017
|Conference||11th Annual Irish Workshop on Mathematics Learning Support|
|Period||15/12/2017 → 15/12/2017|
- formative assessment
- peer review
ASJC Scopus subject areas
Cole, J., & Fraser, K. (2017). Formative assessment in mathematics using log books, peer assessment and reflection. Abstract from 11th Annual Irish Workshop on Mathematics Learning Support, Londonderry, United Kingdom.