Rationale
The practical class and the construction of a practical manual is integral to the process of teaching and learning in the Sciences (Hodson, 1990, 1988). Traditionally, it is viewed as the place where students develop some of the expertise of professional scientists, such as manipulative skills, experience in designing experiments and conceptual understanding (Hodson, 1990, 1998; Dawson, 1994). In the past, university academics have often assessed the entire practical manual as one measurement of students' understanding and performance. More recently, academics have assessed the practical manual by sampling a few pages, in an attempt to reduce their marking workload. This may be done, with or without informing students of the items to be assessed.

Although marking by sampling is a time efficient procedure, it fundamentally limits the opportunities for students to process the concepts and practise the skills they have covered in practical classes. One way around this is to ask students to create a practical portfolio which focuses on the learning outcomes of the practical, but requires them to re conceptualise and practise skills they have covered. It also enables academics to mark in a time efficient way. The example below is based on four of the topics and learning outcomes which were covered in a first year Biology practical. This could be modified to any context.

The instructions given to students is given below; the marking criteria may be downloaded.

References