Dr Mary Peat, Dr Sue Franklin and Rob Mackay-Wood
School of Biological Sciences (F07)
University of Sydney, NSW 2006
sue@bio.usyd.edu.au
FirstYear Biology
URL:http://FYBio.bio.usyd.edu.au/VLE/L1/ResourceCentre/SelfAssesRC.html
keywords: first year biology; student self-assessment; CAL templates;
Introduction
The School of Biological Sciences at the University of Sydney
teaches first year biology to over 1100 students each year, of
wide ranging backgrounds and abilities in biology. In 1993, a
First Year Biology Teaching Development Group was established
with the aim of developing, introducing and evaluating computer-based
learning materials into the laboratory component of the first
year biology courses. The introduction of computer-based teaching
materials into the laboratory has allowed for the restructuring
of the teaching environment so as to release academic time, which
is redirected into small group teaching to promote enhanced understanding,
remedial activities and writing skills.
The Development Group has been producing computer-assisted learning
(CAL)modules since 1992 (Peat M and Franklin S, 1995; Franklin
S and Peat M,1995). Three styles of modules have been created
and evaluated: tutorials, which are designed to be resources for
students to use in conjunction with paper-based materials; pre-lab
modules, which are introductions to the use of laboratory equipment
or procedures; and revision modules, which review practical material
(in particular prepared microscope slides) previously seen in
the laboratory (Franklin S, Peat M, Mackay-Wood R and Chambers
D,1996).
Self Assessment Modules (SAMs)
The latest in this suite of styles - self-assessment modules (SAMs)
have been designed to enable students to take a series of formative
tests and exercises aimed at helping them monitor their level
of understanding of major biological concepts. These modules are
used by students individually or in groups (allowing for peer
discussion, cooperative learning and teamwork), either in the
laboratory, in the revision facility, or via the local area network.
The modules aim to draw together related parts of the course,
to help students make connections between topics in biology and
to promote a deeper learning strategy, whilst providing an enjoyable
feedback and reinforcement session. ).
Three SAMs have been produced to date (a plant SAM which covers
photosynthesis, leaves, stems and roots; an animals SAM which
covers respiration, circulation, nutrition and muscles and skeletons;
and a cells and microbes SAM which covers cell structure and function,
cell cycle and microbes), and another SAM is in progress (reproduction
SAM which covers meiosis and gametogenesis, plant reproduction
and animal reproduction).
Each SAM consists of several levels of questions which are identified
under Bloom's taxonomy as being of different cognitive complexities.
Within each level, there is a variety of question formats such
as: drag and drops, where text or objects are moved into a correct
location, multiple choice, and short paragraphs written by the
student which they will be able to compare with example answers
(see Figure 1). Formative and summative feedback on the questions
is a feature of the SAMs, so that students may assess their overall
performance at any stage during the session.
To access the SAMs the user logs in with an identification number
and password (see Figure 2a). They then proceed to the SAM topic
of their choice(see Figure 2b). If they have attempted the SAM
topic previously they are asked if they want to resume where they
left off or start again. If they have not attempted the topic
before there is an entry pretest for each SAM which acts as a
barrier to progression if the student is unable to successfully
complete it.
This entry pretest is a set of randomly selected five true/false
questions, allowing students with 80% correct to proceed and denying
further access to those students with less than 80% correct (see
Figure 3a). Once passed the barrier the student may choose to
access the SAM levels in any order(see Figure 3b).
The program maintains a record of where the user has been, how
much of the SAMs they have completed and how well they did. At
any time they can ask for a progress report. The log in procedure
allows the user to revisit a SAM within seven days of previous
use.
The question formats for each level have been created into templates
into which content can be inserted. The use of templates to produce
modules allows content experts, with basic Authorware skills,
to input questions into them quickly. These completed templates
are assembled into SAM by a programmer.
Evaluation
Evaluation of template design during development by an instructional
designer has been an ongoing part of the formative evaluation
process, as well as input on screen design by peers and user trials
by a focus group of students. Students have evaluated the SAMs
using self administered qualitative and quantitative questionnaires
(refer to appendix for questionnaire).
At the end of each SAM is a request for the student to fill in
the questionnaire which is provided next to the computer.
The results indicated that students thought the modules were easy
to use, encouraged study and enabled better understanding of concepts.
They liked the variety of questions and different levels and the
facility to work at their own pace. Students suggested that they
would like more questions, randomly selected. Over 80% used the
module with a group of students, 50%completed the module and 100%
enjoyed using the Module and liked being able to choose a Level
of Difficulty. Nearly 70% of students rated the module as being
good to very good. Only 50% thought the module tested things they
had memorised but 75% thought the module helped them relate concepts
References
Peat M and Franklin S (1995). "Improvements in both
the content and the delivery of our First Year Biology teaching:
the Apple networked solution." Proceedings of AUC (Apple
University Consortium) Technology95 Conference, Perth.
Franklin S and Peat M. (1995). "The Use of Multimedia
in the Teaching of First Year Biology: Learning with Technology."
Proceedings of ASCILITE Conference 1995, Melbourne.
Franklin S, Peat M, Mackay-Wood R and Chambers D (1996).
"CAL Modules in First Year Biology at the University of Sydney."
CUBE '96 International Conference (Computers in University Biology
Education Internet Conference).
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