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I used to teach on the University of North London film studies degree course where now 20% of each unit is for seminar participation - it worked very well but was specific because it included a sub group being responsible for organising the seminar. Students wrote a self reflective evaluative piece but then the tutor gave the final grade. That was interesting - particularly in the ways some students engaged, while some played the game. It was certaibly ripe for self/peer assessment. See my chapter 'Assessing seminbar work: students as teachers'in Assessment for Leanring, ed. P. Knight, SEDA Kogan Page 1995 Dr. Phyllis Creme, Student Writing Project, School of Cultural and Community Studies, University of Sussex, Falmer, Brighton BN1 9QQ [log in to unmask] [log in to unmask] On Fri, 5 Nov 1999 17:00:43 -0000 > From: Tamsin Haggis <[log in to unmask]> > Date: Fri, 5 Nov 1999 17:00:43 -0000 > Subject: RE: Assessing attendance > To: "[log in to unmask]" <[log in to unmask]> > > With reference to assessing attendance, we are running a pilot intensive > Access programme (16 weeks) for recent school-leavers who just missed > getting the grades to get in to university. > > This is a specific cohort, who, because they are in a group together > intensively, seem to be maintaining a rather 'school-based' approach to > things, and who present rather unique problems in terms of motivation, > application etc. In each module 10% of their marks is given for a > combination of attendance, interaction, group skills, questioning etc - and > it seems to be having quite a good effect. > > Students in this category, and I suppose they are not really so different > from standard 1st year undergraduates, do have problems with the transition > from total teacher direction (at school) to the apparent freedom of > university study -perhaps this is one way of helping them with their focus, > in the early stages? > > Tamsin > Tamsin Haggis > Division of Academic Innovation and Continuing Education (DAICE) > Airthrey Castle > University of Stirling > Stirling > FK9 4LA > > tel: +44 1786 467949 > fax: +44 1786 463398 > email: [log in to unmask] > > > > ---------- > > From: Cockerill, Steve [IES][SMTP:[log in to unmask]] > > Reply To: [log in to unmask] > > Sent: 05 November 1999 16:10 > > To: [log in to unmask] > > Subject: RE: Assessing attendance > > > > if you are trying to encourage attendance, affect motivation and so on why > > not measure something more significant such as interaction, input and > > interplay in seminar sessions. You will, with particular courses in mind, > > have clearer criteria and/ or learning outcomes part of which may be > > assessed in seminar sessions. Include it in your workbook and/ or module > > guide. Various commentators, e.g. Stephen Brookfield (read his 'Becoming a > > Critically Reflective Teacher), in USA had to introduce this sort of thing > > after they went into mass higher education some 15 years or so ago and, he > > decided to take the measures i'm suggesting rather than some registration > > based process. Students learn very quickly if a %-age of their assessment > > is to be based on seminar activities... It is in such sessions that peer > > assessment may be introduced also... > > steve > > ps another significant change in USA was the introduction of modules on > > critical thinking as contact time and entry behaviour of students differed > > significantly after their change-over. In fact, CT has become so > > significant it has been introduced to schools from K-12 which means > > kindergaten to grade 12... > > __________________________________ > > Steve Cockerill > > Senior Lecturer > > Leeds Metropolitan University > > School of Information Management > > 206 The Grange > > Beckett Park Campus > > Leeds LS6 3QS > > day tel: (0113) 283 2600 x3736 > > email: s.cockerill > > > > > > > -----Original Message----- > > > From: David Andrew [SMTP:[log in to unmask]] > > > Sent: Friday, November 05, 1999 3:33 PM > > > To: [log in to unmask] > > > Subject: Assessing attendance > > > > > > I have been asked to write a paper on the use of attendance as an > > assessment > > > criteria. > > > > > > Does anybody have any experience, or thoughts about this? > > > > > > David Andrew > > > Faculty Co-ordinator of Teaching and Learning > > > The Business School > > > University of North London > > > [log in to unmask] > > > Tel ext 3011 or 0171-753-5122 > > > http://homepages.unl.ac.uk/~dandrew/ > > %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%