how I assess your work

Assessments - some comments.

Do not be put off "assessments". Have a read through this page and you will see that it is not like being at school and that there can be flexibility in the way you present your work and the way I assess it.

I start each course by asking students what they already know and normally assess their progress from that point. I am conscious that we are all different in the way we learn and have differing commitments which affect the amount of time we can spend on course work. I am also a bit dyslexic, so understand that some students find the thought of written assessments daunting.

I do not think that the assessment gets in the way of the course. In some ways they can help the learning process by providing a goal to aim for and ideas to encourage study outside the meetings. It also sets a goal for my teaching and helps me assess whether I am successfully communicating the subject to you!

I offer my students a variety of ways of assessing the work and am always willing to discuss alternatives. Most of the geology classes involve some hands-on study in the laboratory or in the field so I ask to see your notebook. This is how we do geology, so I am not asking you to do anything unusual just so that I can assess you!

The 'Dynamic Earth' course and my Buddhism courses involve less of practical work - so I ask students to write short reports and complete a quiz sheet. I hope that these will enhance your learning experience - by encouraging you to think about the topics and read through other sources. If you would prefer to write a report on a different topic then please discuss it with me - as long as it is relevant to the course we should be able to agree an alternative.

I do not mind if your work is handwritten, typed or word processed. I sometimes give a few bonus marks for neat presentation, but I am mostly interested in the content of your work. If you submit word-processed work I would prefer you to print it out double-spaced in 12-point Arial or Helvetica font unless this conflicts with any standards set by the University. [click here for more information about preferred format]

In all courses I offer different optional forms of assessment in place of written assessments. These could be a verbal presentation to the class - such as an informal talk or slide show; a one-to-one discussion with me; a poster presentation; some web-pages; a "powerpoint" slide show; a display or exhibition of geological specimens; a short research project; or your contribution to class discussions. But if you choose one of these options you must produce a 'portfolio' that includes a 'learning diary', your planning of the presentation and some self appraisal [for more information on portfolio work click here]

To "pass" the UFA class you need to attend 70% of the meetings, produce work that is 2000 words long (or ewuivalent) and score over 45% in the assessment (Full details can be found in the UFS Handbook). Tutors are not required to give marks for the taught courses - but I will usually tell you your score and make comments on your work. You are welcome to tell me what sort of comments you find helpful - I can correct spelling and grammar (or try to) if you wish or keep my remarks relevant to the content and concepts only.

If there is only one essay/report for a UFA course assessment the University expects you to write a minimum of 1200 words. There is no maximum stated - but if it is for one of my courses please remember that I am a slow reader and like to read through your work twice! If there is more than one piece of work then the total number of words expected would be about the same. You can also produce 'portfolio' work that counts towards the total. The"final piece" research project for a University Foundation Award should be about 3000 words.

Here are some hints that might help you if you opt for a written assessment:

Remember who your audience is (when you write anything).

State the obvious when describing geological specimens and sites. The person assessing your work may be looking for key words or systematic descriptions. For example - saying that specimen X is a Granite may only get you 2 marks out of the ten allocated for the whole description of the specimen!

Use drawings and diagrams in your description of specimens. Use diagrams, drawings and tables in your reports of fieldwork. They can often convey information much more efficiently than words. You can also include photographs if you wish. But remember to include a scale!

Don't jump to conclusions! It is a very easy mistake to make - naming the fossil or mineral and then working backwards to try to justify the name. You can end up painting yourself into a corner. So, make your observations in a logical way and build up to the conclusion.

Don't try to use jargon that you do not understand - it is far better to use your own words and observations. If you describe things in your own words then it hard to go wrong, but if you use the wrong jargon word then you will confuse the reader (and perhaps loose marks in an assessment).

Remember what your tutor tells you in the classes. If she/he says that something is important then that might be a hint for the assessment! If your tutor tells you about a "common mistake" that people make - then remember not to make it.

Don't just repeat the notes you made during lectures. Use them as well as other sources. Do NOT plagiarise other people's work - it is usually very obvious. If you do quote from books or web-pages acknowledge the source and include references at the end of your report.

But do not be afraid of disagreeing with me if you can explain your reasons (I cannot speak for other tutors here!).

Don't produce too much work - remember that you have to keep the tutor's attention and she/he may have a limited time to read through everyone's work. Some tutors deduct marks if you write more than the specified length, sometimes quite stringently!

If you get stuck ask the tutor for some help. Don't struggle alone - the course is about learning something new and does not aim to confuse you or make you feel inadequate. I am willing to discuss the topics/questions - I will not give you the answers to the questions that have been set, but might indicate if you are thinking along the right lines or answer carefully phrased yes/no questions. If you really get stuck then have a chat with me privately.

Lastly - but probably most importantly - read the question carefully so you don't answer the wrong question!