Using criterion-referenced assessment and ‘preflights’ to enhance education in practical assignments

Figures & data

Table 1 A simple typology of ‘sticking points’ (see also text related to ‘troublesome knowledge’).

Type	Problem style	Example
Theory based	Failure to appreciate a fact or theory	i That particle sizes defined in Phi (p) units can have negative values ii values of radians=tangents=sine for small angles
Practically Based	Failure to know how to do something	i That an Excel spreadsheet can be used for modelling ii
Tacit Knowledge	Failure to know what to do or do better (NB practically based problems may often grade into tacit knowledge.)	i That you can blank a PowerPoint screen by pressing B on the keyboard ii That plotting x and y values in a ‘scattergram’ can give more useful information than calculation of population statistics iii That equation 1 on page 23 of ‘….’ is incorrect and should be ‘........’

Figure 1 A criterion referenced assessment for a practical in a year 2 geomorphology module.

Figure 2 Part of spreadsheet mailed back to students individually showing marks achieved in each sub-topic (1–9) and the remarks made. The numbers in this instance for 1–9 are to check the spreadsheet and show maximum marks achievable for each.

Figure 3 Generalised list of marking criteria. The mail facility inserts an individual’s name, marks and appropriate comments from the spreadsheet listing as in Figure 2.

Figure 4 Spreadsheet section mailed to students to show where they stand in relation to the class.

Figure 5 Temporal ‘Activity diagram’ modified from Oliver et al. (2007) for a rule-based learning design. Designs are also available for incident-based, strategy-based and role-based systems.

Figure 6 A practical mark scheme where element 1 was automatically given if the preflight was sent in advance. In this case the task was to set up a PowerPoint page in poster format; element 9 also counted in the pre-flight task.

OliverR., HarperB., WillsS., AgostinhoS., and HedbergJ. (2007). Describing ICT-based learning designs that promote quality learning outcomes. In Rethinking Pedagogy for a Digital Age: Designing and Delivering E-learning. (H.Beetham, and R.Sharpe, Eds.). London: Routledge 64-80.

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