• A comparison of the nature of pre-entry assessment in FE feeder colleges with those of the first year degree programme

      Buckley, Kevan; Davies, Jenny; Bentley, Hilary (University of Wolverhampton, 2005)
      Discusses differences in the style and content of assessment of students in Further Education colleges compared with assessment during their first year undergraduate programme in the School of Computing and Information technology at the University of Wolverhampton. Differences are analysed to identify strengths and potential areas of difficulty experienced by students.
    • Alternative strategies for the development of mathematical thinking amongst undergraduate business studies students within the context of Operations Management

      Hockings, Christine (University of Wolverhampton, 2001)
      Author suggests alternative strategies for the development of mathematical thinking amongst undergraduate business studies students and describes attempts to initiate this and other changes within the context of an undergraduate operations management module and evaluates the effects of the changes on students’ mathematical thinking.
    • An evaluation of deep learning achieved by students studying environmental science modules using the Wolverhampton Online Learning Framework (WOLF)

      Simkins, Andrew; Roberts, Clive L. (University of Wolverhampton, 2003)
      The Division of Environmental and Analytical Sciences uses the Wolverhampton Online Learning Framework (WOLF) for part of its module delivery programme at all 3 levels within all Awards. This initiative followed from the mission statement that the University of Wolverhampton is committed to broadening access to the widest range of students capable of succeeding in higher education. It is however difficult to assess the level of success achieved by WOLF-based modules in terms of the student’s true understanding of module concepts, although end-of-module evaluation forms completed by students have allowed some feedback on satisfaction of the way in which modules use WOLF. There has been limited information available on specific learning and teaching issues that might help guide the style of module delivery using the WOLF system. Indeed if WOLF-based modules are intended to be an alternative form of delivery for modules that are delivered by conventional methods, evaluations for the level of true understanding achieved by students (whatever their chosen platform for studying the module) would be very useful information to develop. The research involved canvassing the opinions of students on modules that are committed to the use of WOLF as part of the module delivery. Tracking facilities within the administrator’s role on WOLF gives feedback on the amount of time students spend on WOLF pages. However it is not possible to evaluate the level of learning or understanding that has been achieved by students from tracking statistics alone. There are therefore 3 main aims for this research: 1. To evaluate the level of deep learning achieved by students studying environmental science students who have accessed the modules via WOLF. 2. To study the quality and style of approaches to learning adopted by students that have accessed modules through WOLF. 3. To assess the effectiveness of module delivery by utilising WOLF.
    • An evaluation of the module guides and assignment briefs used in the School of Art and Design (SAD)

      Scull, Paul (University of Wolverhampton, 2001)
      At the beginning of the 1999/2000 academic year, the School of Art and Design at the University of Wolverhampton introduced all students to new module guides. The aim of this project was to evaluate the module guides and assignment briefs currently used in the School of Art and Design and to propose any modifications. In particular, the objectives were to identify key issues and constraints by means of a literature review; to identify and use methods by which relevant, reliable and unbiased information might be gathered; evaluate collected information; identify aspects of the guides and briefs which might benefit from changes as well as aspects of good practice. Although originally identified as an ‘innovation’ bid, the innovation (the introduction of new module guides and assignment briefs) had already taken place. The primary concern of this project was therefore to review the innovation.
    • An investigation into the concept of mind mapping and the use of mind mapping software to support and improve student academic performance.

      Holland, Brian; Holland, Lynda; Davies, Jenny (University of Wolverhampton, 2004)
      This project set out to investigate if the technique of mind mapping could be used to improve the study and planning skills of second year Digital Media students from the School of Art and Design (SAD) and first year students on the History of Computing module from the School of Computing and Information Technology (SCIT). Both sets of students were shown how mind mapping could be used to plan the different types of work that they needed to undertake for their modules. MindManager software was installed in selected computer labs and the students were given tuition on how to use the software.
    • An investigation into the reasons why students do not collect marked assignments and the accompanying feedback

      Winter, Christopher; Dye, Vanessa L. (University of Wolverhampton, 2004)
      The major role played by assessment and feedback in any programme cannot be underestimated. It is through the process of assessment design that course/module learning outcomes are met and as a consequence student learning may be measured. Alongside the importance of assessment runs the value and effectiveness of feedback. In this study feedback is defined as commentaries made in respect of written assignment work. Rowntree’s (1987) seminal text about assessment provides a dramatic, yet highly pertinent claim that feedback “ is the life blood of learning”. The importance of assessment and feedback as a research focus continues to dominate the thinking behind designing appropriate and effective solutions to measure and support learning (Higgins, 2001; Mutch, 2003; Black and Wiliam, 2003; Rust et al 2003). So, why is it that some students do not collect assignment work and therefore cannot benefit from this supposed ‘transfusion’ for learning? Anecdotal evidence from within the School of Education would suggest that there is a small, but persistent, percentage of uncollected assignment work every year. The authors believed that such stories and figures would probably be mirrored within the School of Education and would be echoed across the University. This potential problem prompted the study to find out the extent of the actual problem. The issue of uncollected work and feedback may have consequences for student learning because students are unable to capitalise on any feedback or commentary provided by the tutor. In addition, the issue has particular implications for tutorial time, in terms of time spent writing feedback. This can be frustrating for tutors, who may have taken a great deal of time and thought in providing feedback, which is likely to be tailored to the individual needs of that particular student. The literature discussed with the findings tends to focus on the somewhat narrower dimensions of assessment and feedback, circumventing the larger picture of assessment processes within the wider arena of Higher Education. The report accepts as a given that within the University of Wolverhampton the outcomes based curriculum model is the prevalent design approach, and that alternative curriculum models may be used in other H. E. Institutions. The authors are cognisant that the lack of discussion around the possible influences of current curriculum models influencing H.E. programmes and modules, and consequently their impact on and for assessment and feedback, may pose a significant deficit in the scope of the background reading and discussion. However, as with any curriculum model, the process stands or falls on all the component parts working in synchronisation. If students are not involved or engaged in curriculum design and operation, including assessment processes, a few may feel disenfranchised. This may be a key reason why students neglect to collect assignment work.
    • Approach to learning undertaken by undergraduate distance learning students in law

      Mitchell, Brian; Williams, Stuart; Evans, Judith; Halstead, Peter (University of Wolverhampton, 2001)
    • Assessing by viva voce

      Callery, Dymphna; Hale, Kate (University of Wolverhampton, 2002)
      The idea of introducing vive voce assessments emerged during a review of the assessment profile of the Drama Department. Despite the practical orientation of the programme, assessments were dominated by 60% Practical Project , 40% Essay weightings. Good practical marks were frequently undermined by weaker grades for written work, despite students’ evident development of understanding through practice, and written evaluations were generally of poor quality. In addition, staff had reported an unhealthy split in the focus of practical modules where written course-work was a requirement. In the drama professions it is more necessary to be able to explain ideas and creative concepts orally and pursue them somatically: the process of making work is physically and vocally-based; critical reflection comes orally too in the form of direction, post-show discussions and de-briefings. Teaching strategies for practical work embrace this, applying theoretical concepts in concrete praxis. Students’ development on such courses requires them to invest in sensory and experiential learning and a progressively intensive approach to practice. Presenting work to tutors and peers for critical feedback is the major teaching and learning mode. Having to change tack and focus on conceptualising theory, rather than exploring through creativity, and essay writing rather than practical skills, constrained tutors and students. The introduction of an oral examination – a viva voce – to assess students’ ability to critically reflect on and evaluate their practice could provide a viable alternative. Viva voces would both acknowledge and play to the strengths of students’ oral communication skills and offer them the chance to develop more formal interview techniques, as well as acknowledging the vocal and oral nature of the discipline. The aim of the project was to introduce viva voce exams as a method of assessing critical reflection on practical work in order primarily to improve the range of asessments, but in addition to give students an opportunity to sustain their achievement on practical modules. The focus was on finding and implementing strategies that would promote good practice in assessment.
    • Catalogue shopping: the power of the OPAC

      Ordidge, Irene; Edwards, Ann; McNutt, Vince; Oddy, Elizabeth; Thomas, Curwen (University of Wolverhampton, 2003)
    • Coursework Marks High, Examination Marks Low: discuss

      Bridges, Paul; Cooper, Angela; Evanson, Peter; Haines, Chris; Jenkins, Don; Scurry, David; Woolf, Harvey; Yorke, Mantz (Routledge, 2002)
      It is commonly believed that the standard of student performance in coursework tends to be higher than that achieved in formal examinations. This view was tested by analysing undergraduate performances in six subjects at four UK universities. Two measures of relative coursework performance were employed. The first is the difference between the mean coursework and examination marks for each module. The second considers the proportion of students in each module who achieve a higher mark in the coursework than in the examination. The measures showed that in English and History coursework performances are slightly higher, equivalent to one-third of one honours class (or division) while, in Biology, Business Studies, Computer Studies and Law, coursework performances are higher by as much as two-thirds of one honours class (or division). The differences observed in the latter subjects are very significant and have serious implications for parity of treatment in degree programmes where students may choose modules with contrasting modes of assessment.
    • Developing a key skills profile for first year computing undergraduates

      Davies, Jenny; Hunt, Rose; Wrighton, Naomi; Holland, Lynda (University of Wolverhampton, 2003)
    • Developing journal writing skills in undergraduates: the need for journal workshops

      Hockings, Christine (University of Wolverhampton, 1998)
      In recent years, journal writing has become a popular tool for assessing student learning in Business Studies courses throughout UK universities. The writing-to-learn literature is full of the benefits of journal writing, not just as a means of assessing learning but as an essential part of the learning process itself. (Barclay, 1996; Borasi & Rose, 1989; Emig, 1987; Hogan, 1995; Holly 1987; Yinger & Clarke 1981, etc.). In the personal experience (as tutor) explored in this paper, however, journal writing failed to live up to expectations, both as a means of assessing the acquisition and application of subject specific knowledge, but also and more importantly, as a means of developing high level cognitive skills, such as reflection, analysis, critical thinking, evaluating, and hypothesising. In this paper I explain why journal writing failed to develop high level skills amongst a group of first year undergraduates in 1996. I then evaluate the effectiveness of a journal writing workshop designed to address high level skills amongst two similar groups of students in 1997.
    • Developing materials from the Black and Ethnic Minority Experience (BE-ME) project for use in undergraduate teaching

      Burke, Deirdre (University of Wolverhampton, 2003)
      The Black and Ethnic Minority Experience (BE-ME) is a collaborative project involving the local community, council, colleges and the university to demonstrate the potential of the (BE-ME) archive for undergraduate teaching.
    • Developing student engagement with and reflection on feedback through the tutorial system

      Cramp, Andy (University of Wolverhampton, 2007)
      Specialist and Joint awards in the School of Education recruit 180-200 new full time students each year. Given the importance of the year 1 experience to student well being and success, we are constantly developing responses to the following questions: 1. What are the most effective ways to support students to level 1 success? 2. How can we best prepare students for progress within level 2 and 3 modules? 3. How can we ensure that points 1 and 2 above take place without significantly increasing the workload of colleagues? Answers to the above questions must be contextualised by the circumstances under which lecturers and students work and study together.
    • Developing study skills through technology supported learning

      Sutherland, Shane (University of Wolverhampton, 2002)
      The project described in this paper sought to develop generic study skills materials for a wide constituency of students. The learning materials defined in the project brief were to be technology rich and transferable to schools and departments beyond the School of Education (SEd). At the time of initial conception SEd was planning the creation of a set of 5 inter-related and self-supporting WOLF topics – WOLF is the University of Wolverhampton’s (UoW) virtual learning environment (VLE). WOLF topics (a discrete unit within the VLE framework), at that time, tended to be module specific; those planned by SEd were intended to provide an overarching resource for the variety of subject and professional routes within the school. Where micro topic describes module level and meso topic describes subject level then the intention was to create 5 macro topics one of which contained technology rich resources concerned with the development of students’ study skills.
    • Development of a formalised skills-based tutorial system in support of student learning

      Norton, Ken; Reynolds, Steve (University of Wolverhampton, 2001)
      A formalised skills-based tutorial system in support of student learning has been devised, stitched into core Level 1 modules, and requiring student self study and individual student inputs in small group (maximum 5) compulsory tutorials. The aim has been to co-ordinate the development of the six (Foundation Degree) key transferable skills and to underpin career management activities by fostering, in first year students, a feeling of ‘belonging’ through the strengthening of personal progress planning. The outcome has been a series of skills-related tutorial topics providing training in relevant study techniques (involving all staff irrespective of discipline) with student guidance notes on task completion, a mechanism for encouraging students to use assessment feedback from all sources in a constructive and reflective manner and a means for monitoring student attendance and performance which, it is envisaged, should lead to improvements in Year 1 retention rates. Our system has recently been evaluated at a full Biosciences divisional meeting. Unanimous acceptance by all 20+ staff with some discussion on, and modification to, the proposed mode of assessment for the subject-specific extended essay and the nature of the numerical exercise on statistics and use of calculators. Potential rooming problems were voiced. The project is now virtually completed and is ready for an October start, apart from final agreements on the format of the skills diaries/recording systems which will form the basis of a Science student’s Progress File.
    • Development of ICT provisions for additional needs science students

      Musgrove, Nick; Homfray, Richard P.; Addison, Ken (University of Wolverhampton, 2001)
      The School of Applied Sciences (SAS) has one of the largest incidences of ‘additional needs’ students in the University, with the potential for this to increase through recruitment from linked organisations (e.g. Rodbaston College), through School initiatives (e.g. Flexible Learning) or University initiatives such as Widening Participation. The increased emphasis placed on the use of ICT as a means of producing assignments (word-processing, spreadsheets, specialist packages etc.), coupled with an expansion in TSL (i.e. use of the SAS intranet, WOLF, and ‘Subject Centre’ and other specialist teaching packages) in the delivery of courseware within our standard IT provision, was considered to be exacerbating the difficulties encountered by some of our students with additional needs. The principal objective of the project is to increase accessibility to the University standard software suites in use in SAS in addition to the specialist packages used in the school. The basic strategy falls within two areas: use of appropriate additional hardware and software to enhance the display options available to students and use of appropriate additional hardware and software to provide alternate means of inputting information into, and receiving output from, standard software packages.
    • Differentiating work for statistics modules in sports degrees

      Lane, Andrew M.; Dale, Crispin; Horrell, Andrew (Routledge (Taylor & Francis), 2006)
      The aims of the study were to use differentiated online learning material for use with a Level 1 statistics module for undergraduate sport students and examine relationships between student performance on differentiated tests and module performance. We developed the differentiated material by writing easy and hard multiple choice tests, with the harder tests having a shorter completion time and more choices. Each multiple choice test related to information available online and immediate feedback was provided on completion of the test. Results indicated that 85% of students accessed the module online, with 26% accessing difficult tests and 22% accessing easy tests. Correlation results indicated that module performance was significantly related to performance on the easy test (r = 0.27, P0.01) and also on the harder test (r = 0.26, P0.01). Findings suggest that lecturers should encourage students to engage with interactive material and that future research should explore methods to enhance students' independent learning skills.