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Encouraging Creativity in Assessments Using Inquiry Based Learning

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					 Encouraging Creativity in
Assessments Using Inquiry
     Based Learning

           Maria Kutar
               and
          Marie Griffiths

      Salford Business School
             July 2010
                     Overview
•   Inquiry Based Learning

•   Using IBL at SBS: the PLES module

•   Assessment on PLES

•   Creativity in submitted assessments

•   Student Feedback

•   Discussion
           Inquiry Based Learning

•   IBL is a term used to describe approaches to learning
    that are based on a process of self-directed inquiry or
    research.

    •   It provides support for inquiry in the form of activities,
        assessments, resources, facilitation, learning
        environments

    •   It encourages the development of information literacy,
        critical thinking, self-reflection and other capabilities
         Inquiry Based Learning
•   Encourages peer-to-peer collaboration, and partnership
    (students and staff)

•   Provides guidance on relevant inquiry methods,
    including how to frame good questions

•   Provides support for development of information
    literacy, critical thinking, self-reflection and other
    capabilities

•   Creates opportunities for students to share the results
    of their inquiries with peers and others
                       IBL @ SBS

•   Module divided into four activities

    •   Trigger: practical exercise + resources to help
        students identify body of knowledge

    •   Theory / Literature which the activity leads to

    •   Contribution to collaborative space on VLE

    •   Synthesis session
           Formative Assessment
•   Weekly tasks / activities
    •   students encouraged to develop artefacts illustrating
        their activities to be shared with the group
    •   collaborative space on the VLE for upload of
        artefacts, papers etc.
    •   artefacts presented and discussed in class
    •   informal feedback provided to students
    •   vehicle for discussion
          Summative Assessment
•   Expo

    •   Students developed artefact on surveillance society

    •   Encouraged to make use of web 2.0 technologies:
        video / website / prezi

•   Exam

    •   Part 1: information literacy.

    •   Part 2: „traditional‟ subject knowledge questions
                        Creativity
•   Range of artefact types:

    •   websites, Prezi, Powerpoint

•   Variety of media included

•   Encouraging variety in artefacts also encouraged
    creativity in approaches to work

    •   how-to guides / comparison against sci-fi films /
        inclusion of research interviews
       Student Feedback


             What Did You Like?
            What did you like?
 “the weekly artefact brought but of the not
    “the the stuff you getting out ideas
“Some ofpractical stuff,learnednew it was in toin
               “Being creative”
                   your face”
                  the course”
                 classroom”
           Building the artefact”
                         Discussion
•   IBL has enabled encouragement of creativity in formative and
    summative assessments

    •   collaboration and lots of formative assessment was
        important

    •   evidence that it encouraged deep learning

•   Issues

    •   assignment brief „vague‟ - students needed additional
        guidance

    •   difficulty in rewarding creativity through marking scheme

				
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posted:3/28/2011
language:English
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