Sustainable assessment for large science classes: Non-multiple choice, randomised assignments through a learning management system

Madeleine Schultz

doi:10.5204/jld.v4i3.80

Abstract

This paper reports on the development of a tool that generates randomised, non-multiple choice assessment within the BlackBoard Learning Management System interface. An accepted weakness of multiple-choice assessment is that it cannot elicit learning outcomes from upper levels of Biggsâ SOLO taxonomy. However, written assessment items require extensive resources for marking, and are susceptible to copying as well as marking inconsistencies for large classes. This project developed an assessment tool which is valid, reliable and sustainable and that addresses the issues identified above. The tool provides each student with an assignment assessing the same learning outcomes, but containing different questions, with responses in the form of words or numbers. Practice questions are available, enabling students to obtain feedback on their approach before submitting their assignment. Thus, the tool incorporates automatic marking (essential for large classes), randomised tasks to each student (reducing copying), the capacity to give credit for working (feedback on the application of theory), and the capacity to target higher order learning outcomes by requiring students to derive their answers rather than choosing them. Results and feedback from students are presented, along with technical implementation details.

Highlights

Background and MotivationIn most Australian universities, first year chemistry is assessed largely by multiple choice (MC) examinations because of the enormous class sizes
If best practices in designing MC tests are followed, they can promote and test higher-order learning (Parmenter, 2009); it is generally accepted that students do not approach learning in a deep way when they know that assessment is MC (Scouller, 1998)
In three of the four first year chemistry units at this institution, these assignments are made available on the Learning Management System (LMS) to be downloaded by students, submitted several weeks later as hand written documents and hand marked

Summary

Introduction

In most Australian universities, first year chemistry is assessed largely by multiple choice (MC) examinations because of the enormous class sizes (over 2000 students at some universities; around 850 at the author’s institution). These types of examinations have well-known weaknesses in both motivating and assessing quality learning (Nicol, 2007). In the first year chemistry units at this institution, low stakes, progressive assignments are used to give the students the opportunity to practice the concepts and to motivate their study.

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Conclusion