DESIGN AND DEVELOPMENT OF ONLINE GROUP ASSESSMENT IN AN UNDERGRADUATE HAEMATOLOGY MODULE

Educational research has long since acknowledged the powerful role of different forms of assessment in student learning. Assessments can be used in various contexts to provide assessment of learning and assessment for learning. Group assessment can enhance collaborative and teamwork skills facilitating the student learning experience. Online group assessments were developed for a new undergraduate haematology module at the University of Manchester (58 students). Although forming part of a summative assessment, the assessments were also aimed towards integrating lecture material with real life case study scenarios.

Five online group assessments were designed and developed and made available to students through Blackboard 8, at timed intervals throughout the semester. Each assessment was active for a maximum time period of 2-3 weeks. The five assessments included analysis of two scientific papers ([i] Haemopoiesis and [ii] Haemostasis) and three case studies ([iii] Haemoglobinopathies, [iv] White blood cell morphology and [v] Blood transfusion). Each assessment was worth 1% with a total of 5% available which contributed to the final unit mark.

Groups were allocated randomly and each group had between 4-5 members. The groups were small enough to enable co-ordination of input from all members and the inclusion of all members in an active online discussion. Individual contributions to the group process for each assessment were closely monitored. In a work context most teams tend not to be chosen by individual members so this was deemed to be a realistic approach for these assessments.

Preliminary analysis from students indicated that over 80% of students found the assessments intellectually stimulating and over 65% felt it enhanced their learning. Over 90% of the student group felt that the assessments allowed them to apply the knowledge gained in lectures. The assessment that the students found most stimulating was also the most time consuming assessment. The “White blood cell morphology” exercise was selected by over half the group as the most stimulating. Overall the group felt that the scientific paper looking at the process of haemopoiesis was the least stimulating. Over half of the group felt that these exercises would help with their exam revision. The students found the associated technology, Blackboard 8, easy to access and use. Different types of discussion forum were available, e.g. Wikis, virtual classroom, chatroom and discussion boards. All students used the asynchronous discussion boards.

The online group assessments have provided students with an opportunity to apply knowledge to real life “patient” scenarios as seen with the use of the case studies. They have also provided students with a platform to provide formative feedback to their peers. The online group assessments allow the integration of delivering subject matter with the development of analytical and teamwork skills in an engaging format.