Contents
- Dr Maria Dymova (Lecturer in Mathematics) School of Science and Technology, City, University of London
- Dr Viciano Lee (Lecturer in Mathematics) School of Science and Technology, City, University of London
- Sylwia Frankowska-Takhari (Educational Technologist), Learning Enhancement and Development, City, University of London
Dr Maria Dymova (Lecturer in Mathematics) School of Science and Technology, City, University of London
Dr Viciano Lee (Lecturer in Mathematics) School of Science and Technology, City, University of London
Sylwia Frankowska-Takhari (Educational Technologist), Learning Enhancement and Development, City, University of London
[Workshop]
We present an innovative approach to assessment – a practical, real-life based, multi-disciplinary, cross-modular group project. The project schedule with several formative milestone assessments allows for regular lecturer feedback. We show that a Programme-level assessment, if designed well, has much potential for enhancing student experience and improving educational outcomes.
The rationale for a joint Maths for Economics and Introduction to Python group project as the main end-of-Programme summative assessment is twofold. Firstly, Maths students questioned the relevance of programming for mathematicians and reported feeling overwhelmed with the overall assessment burden on the Programme (Evaluation Report, June 2022). Student satisfaction levels were low for the programming module, especially the final project, which required higher level technical programming skills than Maths students could develop in this class. Secondly, Maths students’ attainment in Introduction to Python was significantly lower than in other modules, presenting a barrier to progression.
To improve student experience and attainment, an innovative approach to assessment was used – joint project across two modules. The project task required students to use skills from economics, Maths, and programming domains. The project involved designing and marketing a product, polling the target market, building a demand function, maximizing revenue and profit, analysing the results from Maths and business perspectives. Students used Python libraries for curve-fitting to demand datapoints, to plot graphs of economic functions, calculate derivatives, optimize revenue and profit. The project schedule provided by module leader required students to attend project milestone appointments. These were treated as formative assessment with extensive feedback offered on the work done to date and advice on next steps. Grading criteria was developed to explicitly communicate to students how their project output is assessed in both modules.
Project outcomes include:
- Improved attainment – first sit pass rates in both modules went up year on year: 33% to 86% in programming, 74% to 83% in Maths, leading to improved progression.
- Reduction in the overall Programme-level assessment burden.
- Enhanced student experience: students gained new understanding of the importance of programming skills for mathematicians. Students were overwhelmingly positive about their project experience: “I’ve realized how to use it [programming] in Maths problems.”
Session structure:
- Presentation: three speakers present their contributions and accept questions on rationale, methodology, project task, formative assessment and feedback loops, educational outcomes, student experience.
- Activity: participants will be invited to discuss advantages and potential challenges of programme-level assessment and brainstorm ideas on how this assessment type can be implemented on academic Programmes they teach/manage.
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