Student learning, module assessment

Student learning was assessed through the use of multiple-choice pie- and post-tests. For Modules 1 and 3, student scores on post-test questions were significantly higher after implementation of the modules, providing evidence that student learning increased as a result of the implementation of the modules. 

The rating form embodies criteria designed to assess students learning related to the project module outcomes. Project supervisors observe students and complete these forms. 

Ryan, B. J. (2013). Line up, line up Using technology to align and enhance peer learning and assessment in a student centred foundation organic chemistry module. Chemistry Education Research and Practice, 14(3), 229-238. doi 10.1039/c3rp20178c. 

Figures 3, 4, and 5 provide an analysis of the pre- and post-test results for Modules 1, 2 and 3, respectively. Each set of module data were also analyzed by comparing the percentage of correct responses to individual items on the pretest versus post-testing. Of the eight questions used to assess student learning for Module 1, changes from pre- to post-testing were statistically significant for six of the questions. Students were able to answer the majority of the questions more accurately after implementation of the module, indicating an increase in student learning.

A number of activities facilitated the CZM learning process after reading each topic including short questions for self-assessment and for later use in working the assignments. Self-assessment questions were also monitored by the system and feedback on students participation and performance was directly available to the tutor as well as to the lecturer from the f-leam platform. A photo gallery was available online and linked to the various CZM topics in the module. 

These outcomes where further highlighted in the feedback from students on the module as a whole. Although a questionnaire was not provided to assess the learning opportunities specifically, the students did indicate in the general assessment of the module that more time should be spent to discuss the assignments presentations and associated learning thereof. This is addressed in the conceptual model for the curriculum design of the module. 

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