ENHANCING ASSESSMENT IN THE BIOLOGICAL SCIENCES  

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Introduction and context

International students now constitute around one quarter of all students in higher education in Australia. Given the large class groups typical of many undergraduate biological sciences classes [see also: Engaging large classes through assessment], student diversity is a particularly significant issue for this discipline. The value of embracing and capitalising on the many benefits of student diversity underpins the work of this project team. While diversity poses many challenges, it also represents a significant opportunity for academic staff to re-examine their assessment practices to ensure that they are catering for and supporting the learning of all students, regardless of background.

For those students who come to Australian universities, having completed their school education abroad, the culture shock can be quite significant. Even for those who are educated in English-speaking countries, there may be significant differences in expectations regarding approaches to assessment. In the case of those students educated in cultures in which English is not the dominant language, adjustment to Australian higher education may be even more challenging.

We recognise that not all students from non-English speaking backgrounds (NESB) are international students (i.e. those students who have travelled to Australia specifically for the purpose of securing a higher education qualification and who intend to return to their home country on completion of their study). Some NESB students are, in fact, Australian domicile students. For the purposes of this section, the discussion and examples typically focus on NESB students who are from international backgrounds and who are generally unfamiliar with assessment practices in Australian higher education.

Following are a number of assessment issues identified by students and staff during the course of our interviews. These related particularly to assessment of students from international and NES backgrounds, but the strategies proposed represent good practice in assessment for all students, regardless of background. 

Assessing international and NESB students: Issues and strategies

1. Language and key competencies

Issue:
The number one assessment issue identified by our academic staff interviewees was the issue of language and key competencies required to succeed in the early years of biological sciences study. While this applies to many students, it emerged as a particular issue in assessment of students from international and NES backgrounds. This issue manifests itself in many ways, but is particularly evident in written assessments. One staff member said, "It is hard to know how to mark essays from ESL students when their English language is very poor".

Strategies include:

• Being proactive, assessing students' language and key competencies in order to identify at-risk students early. For example, an online hurdle test of key competencies [Example: Shapter] and the early identification of students with difficulties in writing practical reports [Example: Cavanagh 1];
  
• Providing a list of skills required. Students self-check against the list and use 'drop-in sessions' for learning, practice or feedback;
  
• Giving consideration to the possibility of oral assessments. We heard of one School that decided to organise an oral examination for one of its NESB students who was struggling with the written language;
  
• Clarifying expectations about use of dictionaries and translating tools in examinations. A lecturer told us about how he uses the reading time for examinations to answer students' questions about language translation;
  
• Creating short assessments online, making questions as clear as possible, and simplifying language with the use common language wherever possible [Examples: Peat 3; Plastow];
  
• Running targeted preparatory exercises before lectures so that students are familiar with the material and vocabulary;
  
• Running introductory units for international students, explaining initially without specialized terminology and adding terminology throughout the semester, giving advice to students on how to build biological language proficiency'
  
• Using keypad technology at the beginning of the lecture for formative assessment of prior knowledge [Example: Wood 1];
  
• Using puzzles to familiarize students with terminology, e.g. crosswords - both write the word and write the clue, and word searches. The puzzles are voluntary and can be downloaded so that students can do them on the bus on their way to university. Crossword software is available for about $70 [Example: Peat 5];
  
• Giving students a mastery summative assessment task for important concepts, e.g. for the concept of homeostasis;
  
• Using feed-forward strategies to assist students in preparing for assessment tasks in large groups [Examples: Gleeson; Rogers 1; Taylor 2];
  
• One university has developed an online summative quiz using WebCT Vista based on a physiology text that is worth 5 marks. Students can resubmit their answers to the quiz as often as they like until Week 5. If students do not score 5/5, they do a series of staged 'lead-in' exercises.
  • Quiz 1 - MCQs - definitions and terminology
  • Quiz 2 - single word answers - basic homeostatic system
  • Quiz 3 - single word biological context - homeostatic system
  • Quiz 4 - Short answer questions - compare paragraph with model paragraph.
  This allows 'experienced' students to enter at summative level. Other students can enter at any level. The aim is for all students to score 5/5.

2. Background knowledge and familiarity with approaches to learning, teaching and assessment

Issue:
There are times when students' prior educational experiences and modes of interaction may differ considerably from those of an Australian university lecture hall or small group. Students may be required to engage in ways that are unfamiliar to them and they need support to do so, particularly when they are being assessed. They may also lack the requisite background knowledge expected of students in the biological sciences.

Strategies include:

• Providing supplementary tutorials for 'at risk' students. These may include the types of questions to be included in tests or examinations [Example: Cavanagh 1; Wood 2];
• Using technology to provide revision opportunities [Examples: Peat 3; Rogers 2; Wood 2];
• In all assessment tasks, being very specific and upfront about the criteria against which students are being assessed [Examples: Hancock 1; Hargreaves 1; Macaulay; Mulder 3; Noble; Ross 1];
• Making each lecture available as a podcast on the internet after the lecture so that students can access it any time;
• Providing practice examinations and access to past papers, with exemplars of answers and grades [Examples: Gleeson; Peat 6];
• Introducing study skills advisors during class because students are then more likely to follow them up for advice; and
  
• At Monash University, Biomedicine and Medicine have developed a three-week voluntary online course before semester begins, particularly for students who have not done VCE Biology. Students are informed about it when they enrol. The course covers terminology and includes online quizzes that can be done from home. Although it is voluntary, students' work is monitored online. A similar course is being developed for basic Physics concepts.

3. Cross-cultural communication within and across groups

Issue:
Often when students need to form groups for group-based activities and assessment, the groups tend to be monocultural, thus negating many of the benefits of cross-cultural engagement in the classroom. There are several strategies that can be used to ensure group-based assessment activities provide an opportunity for students from diverse backgrounds to mix.

Strategies include:

• Surveying students on a range of factors (eg nationality, age, expertise, interests, goals) then engineering the mix for each group. That is, not allowing groups to self-select, rather mixing them so that they can learn from each other. Students learn communication and conflict resolution skills during group work;
• Making the goals of the group exercise clear so that students see the diverse backgrounds of group members as an asset to achieving the group task;
• Encouraging electronic communication between students - this tends to mask the background differences somewhat [Examples: Cavanagh 3; Taylor 3];
• Allowing groups to choose members sometimes, but at other times mixing NESB and native English speakers;
• Simplifying language and building topics slowly and progressively to cater for students from different backgrounds; and
  
• Using online discussion to engage students across cultures and to prepare them for written assignments [Example: Taylor 3 ].

4. Student confidence

Issue:
Students from international and NES backgrounds may feel inferior because they may lack local cultural knowledge. As one academic said,
"International students . . . may feel that they cannot add value to a particular assessment task".

Strategies include:

• Ensuring that in all communications a 'deficit' model of cross-cultural interactions is avoided. Clearly communicating and focussing on the benefits of having classes characterised by students from a range of backgrounds. Students quickly pick up on this attitude;
• Designing a group task that requires international 'in-country' knowledge. Example of a task: plan the set-up of an occupational therapy practice in a malaria centre or a family planning clinic in Malaysia (or other home country of students). Then other students gain value from the international students' past experiences and the international student is able to add a great deal to the assessment task;
• Providing formative assessment and feedback in laboratory skills. Asking students to indicate 'sources of error' in laboratory results; and
  
• Using webcam for self-assessment and feedback. Posting online questions and answers.

Reference

More information on assessing students unfamiliar with assessment practices in Australian universities may be found at the Assessing Learning in Australian Universities website: http://www.cshe.unimelb.edu.au/assessinglearning/08/index.html

 

To reference material from this site, please use:

Harris, K-L., Krause, K., Gleeson, D., Peat, M., Taylor, C. & Garnett, R. (2007). Enhancing Assessment in the Biological Sciences: Ideas and resources for university educators. Available at: www.bioassess.edu.au