16. Assessment idea title: An alternative laboratory assessment strategy: Barry Ryan Subject Discipline area: Organic Chemistry, Food Science & Environmental Health Main reason for introducing this assessment method/idea: The general poor standard of scientific report writing observed in first year and continued on throughout subsequent undergraduate and postgraduate years. No. of students involved: 32 students per class (x 5 classes) Outline of assessment idea It is common for undergraduates, particularly first year students, to remark that they do not receive appropriate instruction on how to write an effective scientific laboratory report. This is compounded by the insufficient, or inappropriate, feedback offered to students permitting improvement in their next submission. Finally, weekly report submission places an emphasis on submission at any cost; consequently a trend of quantity rather than quality is observed in lab reports. In this study the module assessment methodology was redesigned and one-to-group lab report feedback was introduced. The redesign took the form of reducing the number of reports submitted per semester from twelve per student to four per group of four. Within the group each student took a different role per report (e.g. editor, group leader etc). After report submission, and correction by the lecturer, constructive one to group feedback allowed the students to comment on the groups report and understand the requirements of a “good” scientific report. Lessons learned/insights Initially the students were hesitant to work in groups; stronger students felt they would be held back by the weaker students within the group etc. A preliminary group task in class allowed the groups to settle in and to realise that they could work effectively in groups. Prior planning and assignment of roles and duties within the group is crucial, particularly with first year students as they may not have experienced this learning style before. Once the students complete the first report the benefits of group work are clear to most of the groups (general comments included simple reassurance: ‘having someone to ask a question of if I was unsure’). To ensure that the group was not dominated by one member, or held back because of ‘slackers’; the group assigned 25% of the final mark to each other through anonymous peer review. Benefits to the academic include reduced marking and also the chance to really improve the students understanding at a very personal level. How is the Assessment currently being used Within or across a module Contact Information: Name: Dr. Barry Ryan Email: [email protected]