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Using choice in assessment to motivate students: the CSI assignment in a first year biology course
Conference presentation

Using choice in assessment to motivate students: the CSI assignment in a first year biology course

Ann L Parkinson, Colleen Kneale and Leigh Findlay
2010 Learning & Teaching Week Program Booklet, p.16
Learning & Teaching Week, 2010 (Sunshine Coast, Australia, 16-Aug-2010–20-Aug-2010)
University of the Sunshine Coast
2010
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy assessment
As academics, we sometimes struggle with making assessment interesting and motivating for students. This is especially difficult for large first year courses, where students represent diverse groups, including differences in age, university experience and discipline interests. We need to align assessment with learning, while providing timely, helpful feedback in a cost-effective, efficient manner. Markers with large cohorts often mark many assignments on the same topic and in the same format, which quickly becomes a chore. This session presents a case study of an innovative assessment item for a first year biology course, the CSI assignment. Students can choose the topic, presentation format and submission mode (individual or group) of their assignments. Offering this range of choices, combined with scaffolding the experience throughout semester, leads to positive student experiences with assessment. The session discussion will focus on the issues of choice and flexibility in assessment and the perceived advantages and limitations.

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