Effective Administration of a Large Undergraduate Physics Class: From Enrolment to Assessment Feedback
Abstract
At the beginning of academic year 2007-08, staff in the School of Physics & Astronomy at the University of Glasgow started to implement a number of substantial changes to the first year physics class. The main aims were to improve the academic performance and progression statistics for the class, with early identification of "at-risk" students being one priority. The introduction of novel electronic and computer-based data processing strategies ensured both a quick turnaround time in processing student records and also a much-improved confidence in the accuracy of assessment feedback returned to students. These techniques were a contributory factor in helping raise the pass-rate by ~10% and the direct progression rate by ~13% by the end of 2008-09. The effectiveness of these processes have proved adequate for coping with the unexpected and dramatic 50% increase in class size 2009-10 and are now in the process of being rolled out to other classes within the School
Keywords
Cite
@article{arxiv.1102.2581,
title = {Effective Administration of a Large Undergraduate Physics Class: From Enrolment to Assessment Feedback},
author = {M. M. Casey and M. W. Kille},
journal= {arXiv preprint arXiv:1102.2581},
year = {2011}
}
Comments
12 pages, 4 figures, titlepage information provided in both English and Spanish