Using a Patchwork Texts approach to curriculum and assessment A case study of action research into the development of a module in a vocational undergraduate

Using a Patchwork Texts approach to curriculum and assessment

A case study of action research into the A case study of action research into the development of a module in a vocational development of a module in a vocational undergraduate programme at Nottingham undergraduate programme at Nottingham

Trent University Trent University

PT educational action research 2

219/04/23

The context

The science specialist module in the final year of the BA Primary The science specialist module in the final year of the BA Primary Education degree had the aim: Education degree had the aim: development of knowledge of the development of knowledge of the syntactic structure of the subjectsyntactic structure of the subject

Previously, students had not integrated various dimensions of their Previously, students had not integrated various dimensions of their learning as well or as widely as had been hoped.learning as well or as widely as had been hoped.

Their assignments lacked purpose, were ‘safe’ and task oriented.Their assignments lacked purpose, were ‘safe’ and task oriented.

Professional autonomy was not being realised as fully as had been hopedProfessional autonomy was not being realised as fully as had been hoped

Students produced significant writing only for the end-of-module Students produced significant writing only for the end-of-module summative assessment by the tutorsummative assessment by the tutor


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The aims of introducing a PT approach

Students writing regularly throughout the module could be a way of:Students writing regularly throughout the module could be a way of:

them expressing their them expressing their developingdeveloping thinking, thinking,

them learning them learning from each otherfrom each other, ,

them giving and receiving informal and formative them giving and receiving informal and formative assessmentassessment, ,

allowing the tutor to allowing the tutor to supportsupport such learning through her/his formative such learning through her/his formative assessment.assessment.


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The approach

The metaphor of making a patchwork cloth by stitching patches of The metaphor of making a patchwork cloth by stitching patches of different material together is used to suggest the composite format of different material together is used to suggest the composite format of the final assignment.the final assignment.

Each Each patchpatch has its own characteristics, involving expressions of different has its own characteristics, involving expressions of different kinds of learning about different aspects of the module content.kinds of learning about different aspects of the module content.

Stitching Stitching the patches together enables the student to assemble a coherent the patches together enables the student to assemble a coherent text to convey their multiple learning achievementstext to convey their multiple learning achievements


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Justifications

Richard Winter's idea (1999) for Patchwork Text assessment arose as a Richard Winter's idea (1999) for Patchwork Text assessment arose as a creative response to four questions:creative response to four questions:

How do we ensure that the assessment process recognises the variety How do we ensure that the assessment process recognises the variety of ways in which understanding can be represented and thus enable of ways in which understanding can be represented and thus enable students to draw on their various and differing abilities?students to draw on their various and differing abilities?

How do we encourage students to integrate the diversity of elements How do we encourage students to integrate the diversity of elements in a course of study in order to grasp its underlying or emergent in a course of study in order to grasp its underlying or emergent structure ?structure ?


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Justifications continued

How do we encourage students to revise their existing personal How do we encourage students to revise their existing personal frames of reference in order to accommodate new knowledge, as a frames of reference in order to accommodate new knowledge, as a genuine process of assimilation? genuine process of assimilation?

How do we encourage students to make their learning into a process How do we encourage students to make their learning into a process of of constructing meaningconstructing meaning (as opposed to merely mastering (as opposed to merely mastering information)?information)?


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The Action research methodology 1

the pedagogical aim embodies an educational ideal that the research the pedagogical aim embodies an educational ideal that the research is committed to realisingis committed to realising

research focuses on changes in practice to make it more consistent research focuses on changes in practice to make it more consistent with the pedagogical aimwith the pedagogical aim

evidence is gathered about the extent to which practice is consistent evidence is gathered about the extent to which practice is consistent with the aim, with the aim,

evidence is gathered from many sources, particularly the students, evidence is gathered from many sources, particularly the students, seeking triangulation by comparing and contrasting the tutor’s seeking triangulation by comparing and contrasting the tutor’s accounts of her/his own practice with those of observers and accounts of her/his own practice with those of observers and students.students.


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The Action research methodology 2

evidence is used to identify inconsistencies, and to problematise evidence is used to identify inconsistencies, and to problematise assumptions and beliefs tacitly underpinning practiceassumptions and beliefs tacitly underpinning practice

the research aims to generate and test new forms of action while the research aims to generate and test new forms of action while simultaneously reconstructing the theories that guide practicesimultaneously reconstructing the theories that guide practice

the research has reflexivity, that is participants try to reflect on their the research has reflexivity, that is participants try to reflect on their own actionsown actions

the teaching is seen as a form of research and vice versathe teaching is seen as a form of research and vice versa


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The pedagogical aim

The aims of this module arise from three sources:The aims of this module arise from three sources:

the statutory ‘A-levelness’ requirement (Circular 4/98) the statutory ‘A-levelness’ requirement (Circular 4/98)

an ideal of higher education as induction into a process of becoming critical an ideal of higher education as induction into a process of becoming critical

a broad vision of science educationa broad vision of science education

assumptions about learning that are constructivist in characterassumptions about learning that are constructivist in character

Such aims need to be considered interdependently with anticipating the Such aims need to be considered interdependently with anticipating the means by which they might be accomplished.means by which they might be accomplished.

PT educational action research

10

1019/04/23

Changes in practice 1)

The module The module retained retained most of its previous structure and content, notably:most of its previous structure and content, notably:

Illustrated lectures on key areas of conceptual Illustrated lectures on key areas of conceptual knowledge knowledge of of sciencescience

Collaborative reading and discussion in seminars on Collaborative reading and discussion in seminars on knowledgeknowledge about about sciencescience

A study visit to the Natural History Museum in LondonA study visit to the Natural History Museum in London

A peer teaching exercise A peer teaching exercise

An individual science inquiry projectAn individual science inquiry project


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The two main The two main changes changes introduced in 2000 – 2001 were: introduced in 2000 – 2001 were:

The Directed Learning Task requirement for each student to write The Directed Learning Task requirement for each student to write several ‘patches’ during the moduleseveral ‘patches’ during the module

The reorganisation of the contact time which is generally allocated to The reorganisation of the contact time which is generally allocated to tutorials, so as to establish a small group seminar programme spread tutorials, so as to establish a small group seminar programme spread across the whole moduleacross the whole module


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Six pieces of writing are required, three of which are compulsory (a, b & Six pieces of writing are required, three of which are compulsory (a, b & c) and the other three chosen from the following typesc) and the other three chosen from the following types

n a critical, evaluative or analytic a critical, evaluative or analytic responseresponse to published writing to published writing such as such as an account of your understanding of a specific concept or theoryan account of your understanding of a specific concept or theory

n a a reportreport on your own science inquiry projecton your own science inquiry projectn a a journaljournal (the so-called (the so-called JotterJotter) ) for frequent reflective writing for frequent reflective writing n a critical, evaluative or analytic response to a media piecea critical, evaluative or analytic response to a media piecen a story of scientific endeavour or a pen portrait of a scientist a story of scientific endeavour or a pen portrait of a scientist n a critical incident analysis a critical incident analysis n an account of some professional applications or implications of an account of some professional applications or implications of

development of your understanding of sciencedevelopment of your understanding of science


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In seminars, students In seminars, students discussed their choices for what and how to write, discussed their choices for what and how to write, shared their pieces of writing in preliminary and final draftsshared their pieces of writing in preliminary and final drafts gave and received peer comment gave and received peer comment received tutor responses, (which were constructively to criticise, not to received tutor responses, (which were constructively to criticise, not to

mark) mark) discussed the development of each others’ patches as indicators of the discussed the development of each others’ patches as indicators of the

emergent, individual learning journeys, culminating in the Patchwork emergent, individual learning journeys, culminating in the Patchwork text assignment.text assignment.


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The The JottersJotters were written regularly by students as: were written regularly by students as:

a stimulus for, and record of, current reflections on experiences and a stimulus for, and record of, current reflections on experiences and ideasideas

an accumulating record of the student’s learning journeyan accumulating record of the student’s learning journey

communication of 1 and 2 from the student to the tutor and to peerscommunication of 1 and 2 from the student to the tutor and to peers

communication of formative feedback from peers and the tutor to the communication of formative feedback from peers and the tutor to the studentstudent


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Later in the module, students’ reflections on their accumulating portfolio Later in the module, students’ reflections on their accumulating portfolio of of patchespatches focused on focused on

what is/are the underlying and, possibly unifying theme(s) which are at what is/are the underlying and, possibly unifying theme(s) which are at work in my writing?work in my writing?

The Jotter was a resource for The Jotter was a resource for stitchingstitching the edited the edited patchespatches together into the together into the assignmentassignment


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The assessed assignment is The assessed assignment is

an edited selection of the an edited selection of the patchespatches with an interpretive, reflective and with an interpretive, reflective and critical commentary, and a framework which brings out and explores critical commentary, and a framework which brings out and explores overall theme(s). overall theme(s).

Such themes may, but do not need to converge on answers to Such themes may, but do not need to converge on answers to questions, or solutions to problems, nor do they need to seek a questions, or solutions to problems, nor do they need to seek a contrived simplicity or clarity. contrived simplicity or clarity.

They may contain alternative points of view, dilemmas, residual They may contain alternative points of view, dilemmas, residual contradictions, unanswered or new questions and unsolved or new contradictions, unanswered or new questions and unsolved or new problems.problems.


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The criteria for the assessment of the Patchwork Text assignment are:The criteria for the assessment of the Patchwork Text assignment are:

The extent to which the account of The extent to which the account of becoming a science specialist primary becoming a science specialist primary teacher teacher demonstrates the qualities of: demonstrates the qualities of:

CCoommpprreehheennssiivveenneessss JJuussttiiffiiccaattiioonnTTeennttaattiivveenneessss CCoonncceeppttuuaall lleevveellCCoohheerreennccee


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Culture shock: from ‘spoon feeding’ to autonomy 1

Some students, who were quite frequently seeking implied reassurance Some students, who were quite frequently seeking implied reassurance that they were achieving that they were achieving what the tutor is looking for, what the tutor is looking for, would would sometimes compare their tutor feedback with each other and,sometimes compare their tutor feedback with each other and, finding finding that it seemed to be different, began to doubt its consistency.that it seemed to be different, began to doubt its consistency.

They did not always appreciate that a tutor’s comment to one student They did not always appreciate that a tutor’s comment to one student about her achievement and needs would not necessarily be applicable about her achievement and needs would not necessarily be applicable to another’s. to another’s.

In other words, they felt difficulty in overcoming the expectation that In other words, they felt difficulty in overcoming the expectation that there had to be a standardised correct answer to which their work there had to be a standardised correct answer to which their work would need to conform. would need to conform.


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Culture shock: from ‘spoon feeding’ to autonomy 2

It was initially difficult for some students to gain confidence that what It was initially difficult for some students to gain confidence that what was being valued by the tutoring were their own ideas and interests was being valued by the tutoring were their own ideas and interests (provided that they were carefully thought out and well sourced). (provided that they were carefully thought out and well sourced).

This may suggest that previous modules and their assessments have been This may suggest that previous modules and their assessments have been too closed, with convergent, product criteria, to be a helpful too closed, with convergent, product criteria, to be a helpful preparation for students to engage in learning in which their creativity preparation for students to engage in learning in which their creativity and individuality could contribute significantly. and individuality could contribute significantly.

These difficulties may have contributed to a perception among some These difficulties may have contributed to a perception among some students that the workload was heavy.students that the workload was heavy.


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Writing the patchwork text

Groups of students formed Groups of students formed communities of communities of learning, acknowledging learning, acknowledging influences on each others’ thinking in discussion and by reading each influences on each others’ thinking in discussion and by reading each others’ work. others’ work.

Sharing of each others’ patches was facilitated by the university intranet.Sharing of each others’ patches was facilitated by the university intranet.Uncertainties about differences between students surfaced most clearly Uncertainties about differences between students surfaced most clearly

during the preparation of the PT. during the preparation of the PT.

There were peer assessment comments were exchanged between students There were peer assessment comments were exchanged between students throughout the module, suggesting that their awareness of each others’ throughout the module, suggesting that their awareness of each others’ strengths developed well, and there was confidence in the mutually strengths developed well, and there was confidence in the mutually supportive learning processes. supportive learning processes.


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The aims of the module

A particular aspect of some students’ views about the aims of the module A particular aspect of some students’ views about the aims of the module emerged most clearly during discussion with the external examiner. emerged most clearly during discussion with the external examiner. They said that each subject was asking its specialist students to They said that each subject was asking its specialist students to bebe a a scientist, historian, or whatever, as an important part of what they scientist, historian, or whatever, as an important part of what they most wanted to most wanted to bebe which is a teacher. which is a teacher.

Another group of students appeared to agree with the external examiner Another group of students appeared to agree with the external examiner that the more a student is able to become scientific themselves, the that the more a student is able to become scientific themselves, the more they will be able (as the external examiner put it)more they will be able (as the external examiner put it)

to bring some intellectual and practical rigour to the more affective to bring some intellectual and practical rigour to the more affective notion of ‘enthusiasm’ for sciencenotion of ‘enthusiasm’ for science..


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Tutors’ and examiners’ perspectives

BA tutor colleagues were drawn in to the PT Project as critical friends as BA tutor colleagues were drawn in to the PT Project as critical friends as members of the PT Monitoring Group, which met three times.members of the PT Monitoring Group, which met three times.

The science external examiner showed much interest in the Project, The science external examiner showed much interest in the Project, writing at some length about it from his perspective. writing at some length about it from his perspective.

Concerns for comparability between this and other specialist modules Concerns for comparability between this and other specialist modules were expressed by some tutors. Science tutors were augmented by were expressed by some tutors. Science tutors were augmented by tutors from three other subjects to form a team of five second markers tutors from three other subjects to form a team of five second markers to strengthen the moderation process. to strengthen the moderation process.


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Qualities of the Patchwork Texts

The consensus was that high standards of work were reached, with close The consensus was that high standards of work were reached, with close agreement between markers and the external examiner, across the agreement between markers and the external examiner, across the range. range.

Achievement was comparable to that of students at another University Achievement was comparable to that of students at another University who had been science specialists for all four years of their degree. who had been science specialists for all four years of their degree.

The external examiner commented that: The external examiner commented that: all show an intelligent and all show an intelligent and scientific approach to problem solving which is seldom addressed in scientific approach to problem solving which is seldom addressed in traditional ‘science’ undergraduate programmes . . . traditional ‘science’ undergraduate programmes . . . (and is) . . (and is) . . of a of a high level of scientific rigourhigh level of scientific rigour..

The PT method of assessment enabled best students to gain high marks, The PT method of assessment enabled best students to gain high marks, while discriminating (in an assessment sense) across the range. while discriminating (in an assessment sense) across the range.

Key features: high quality of Key features: high quality of writingwriting, breadth of , breadth of readingreading, depth of , depth of understandingunderstanding shown by the best and notably the shown by the best and notably the interestinterest for 1) the for 1) the student communicating their learning, and 2) the reader, in being student communicating their learning, and 2) the reader, in being stimulated to think for themselves about the issues raised. stimulated to think for themselves about the issues raised.


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Issues for reflection Students found the view of knowledge implied by their formal education Students found the view of knowledge implied by their formal education

is not the only or always the most helpful for understanding science or is not the only or always the most helpful for understanding science or being being professional: it is a difficult task because you discover things about professional: it is a difficult task because you discover things about your own thinking and also because the answer is never fully reached . . . your own thinking and also because the answer is never fully reached . . . I never expected to come to the conclusions that I have.I never expected to come to the conclusions that I have.

The tutor needs to be: The tutor needs to be: anan authority (possessing and using knowledge to authority (possessing and using knowledge to be a stimulus to improving students’ be a stimulus to improving students’ ways of thinkingways of thinking and a resource to and a resource to students’ learning) students’ learning) more than more than inin authority (controlling closely authority (controlling closely whatwhat students think and learn)students think and learn)

Enabling students to make up their own minds, and go through doubts and Enabling students to make up their own minds, and go through doubts and certainties in the process, requires an atmosphere of openness. certainties in the process, requires an atmosphere of openness.


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Issues for reflection continued This is liberating for some students, and the insecurities it prompts for This is liberating for some students, and the insecurities it prompts for

others are accommodated by forms of support which do not short-circuit others are accommodated by forms of support which do not short-circuit thinking processes but give affirmation to their inquiring quality.thinking processes but give affirmation to their inquiring quality.

Knowledge needs to be presented as contestable, notably through the Knowledge needs to be presented as contestable, notably through the examination of controversy, so that it is not only the relevant examination of controversy, so that it is not only the relevant conceptsconcepts which are considered but also the personal and social which are considered but also the personal and social contextscontexts for using for using them, the them, the inquiry purposesinquiry purposes in which they are relevant and therefore the in which they are relevant and therefore the questions and criticismsquestions and criticisms that can be included in the exploratory thinking. that can be included in the exploratory thinking.

It became clear how different students adopted distinctive styles of It became clear how different students adopted distinctive styles of working and showed particular characteristics in their interim products working and showed particular characteristics in their interim products which revealed their different working preferences, distinct viewpoints which revealed their different working preferences, distinct viewpoints and particular values which could themselves become the focus of and particular values which could themselves become the focus of discussion and development. discussion and development.


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Overcoming assumptions of scientism

All assignments refer to one of the most profound changes that students All assignments refer to one of the most profound changes that students achieved, in their image of science, which had been broadly achieved, in their image of science, which had been broadly scientistic: scientistic: believing that science had privileged access to certain believing that science had privileged access to certain knowledge of greater worth than knowledge of other kinds.knowledge of greater worth than knowledge of other kinds.

In communicating the range and, in some cases, the depth of the changes In communicating the range and, in some cases, the depth of the changes in the images of science during the module, the Patchwork Texts in the images of science during the module, the Patchwork Texts suggest that superficial and dangerous assumptions about science in suggest that superficial and dangerous assumptions about science in society are powerful and pervasive. society are powerful and pervasive.

This adds yet more importance to the successful achievement of an aim of This adds yet more importance to the successful achievement of an aim of this module: to enable primary teachers to enable children to question this module: to enable primary teachers to enable children to question and criticise scientifically, as part of them being able to think and criticise scientifically, as part of them being able to think independently about science in society. independently about science in society.

Patchwork Texts

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Using a Patchwork Texts approach to curriculum and assessment A case study of action research into the development of a module in a vocational undergraduate