Mapping the transition: Content and pedagogy across the school-university boundary

Slaughter, Kate; Bates, Simon

doi:10.29311/ndtps.v0i5.451

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…The school to university transition is recognised as a challenging and unsettling period fraught with potential difficulties (Slaughter and Bates 2009). Consequently, adjustment to university life, student satisfaction and successful completion of the first year in particular is far from certain (Cook and Leckey 1999).…”

Section: Introductionmentioning

confidence: 99%

Perceptions of university assessment and feedback among post-16 school pupils

Jones

Yeoman

Gaskell

et al. 2016

Assessment & Evaluation in Higher Education

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The transition between school and university can be problematic for students. Understanding students’ expectations about the system they are entering into is crucial in effecting a smooth transition. The school system involves small classes, often with teachers who know their students well. In contrast university involves large class sizes and a degree of anonymity for the student. In the UK National Student Survey responses for universities show that students are generally less happy about feedback relative to most other issues. The current study investigates school students’ expectations about assessment and feedback practices at university. Students were surveyed across Great Britain in 2006 and 2013. There were some significantly different responses from students between the two years of study in how coursework would be handled, but there were also many areas of consistency, demonstrating a clear pattern of expectation. For example, in both years of study 80 % of students expected personal verbal feedback on their university assignments. This study discusses how student expectations may be based on their school experiences rather than considering the reality of the university system they are entering into. Misconceptions may be affecting students’ responses to the NSS surveys on assessment and feedback

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Section: Introductionmentioning

confidence: 99%

Perceptions of university assessment and feedback among post-16 school pupils

Jones

Yeoman

Gaskell

et al. 2016

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…A recent review of school science education in Europe led to a number of recommendations relevant to this discussion, not least that more attempts at innovative curricula and ways of organising the teaching of science that address the issue of low student motivation are required and that the emphasis in science education should be on engaging students with science and scientific phenomena. Evidence suggests this is best achieved through opportunities for extended investigative work and "hands-on" experimentation 22 . If things change for school level science this should mean that our future science undergraduates will enter our courses with more developed skills.…”

Section: Discussionmentioning

confidence: 99%

Easing the transition from secondary school to higher education through recognition of the skills of our students

Kelly

Finlayson

2016

NEW DIR TEACH PHYS SCI

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This short communication discusses research, which has investigated students‟ self-perception of their skills. This was to identify which skills they felt most and least confident in upon starting university. General and scientific and practical skills as well as skills related to improving learning were explored. The results suggested that students felt most confident in working in groups, interacting with people to obtain the necessary information and assistance, and observing chemical events and changes among others. In contrast students felt least confident in planning and presenting an oral presentation, analysing and evaluating experimental data, and using the internet and other resources to gain information. Details of how the findings were used to make effective changes to an existing module will be discussed. Furthermore, the relevance of this in terms of supporting our first year students in their transition to university-level work and subsequently planning appropriate modules will be discussed in relation to the recently published results from the UK Physical Sciences Centre Review of the Student Learning Experience in Chemistry and in light of the Department for Business Innovation and Skills Higher Ambitions and Skills for Growth papers.

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“…The website PhysPort.org [20], an online resource to sup-port physics instructors with research-based teaching resources, has amassed 92 research-based assessment instruments for physics courses as of this publication. Only four are classified as evaluating lab skills, all of which focus on data analysis and uncertainty [21][22][23][24].…”

Section: Introductionmentioning

confidence: 99%

Quantifying critical thinking: Development and validation of the physics lab inventory of critical thinking

Walsh

Quinn

Wieman

et al. 2019

Phys. Rev. Phys. Educ. Res.

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Introductory physics lab instruction is undergoing a transformation, with increasing emphasis on developing experimentation and critical thinking skills. These changes present a need for standardized assessment instruments to determine the degree to which students develop these skills through instructional labs. In this article, we present the development and validation of the Physics Lab Inventory of Critical thinking (PLIC). We define critical thinking as the ability to use data and evidence to decide what to trust and what to do. The PLIC is a 10-question, closed-response assessment that probes student critical thinking skills in the context of physics experimentation. Using interviews and data from 5584 students at 29 institutions, we demonstrate, through qualitative and quantitative means, the validity and reliability of the instrument at measuring student critical thinking skills. This establishes a valuable new assessment instrument for instructional labs.

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Mapping the transition: Content and pedagogy across the school-university boundary

Cited by 4 publications

References 4 publications

Perceptions of university assessment and feedback among post-16 school pupils

Perceptions of university assessment and feedback among post-16 school pupils

Easing the transition from secondary school to higher education through recognition of the skills of our students

Quantifying critical thinking: Development and validation of the physics lab inventory of critical thinking

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