Statements | % Disagree | % Neutral | % Agree |
---|---|---|---|
Assessment of student learning | |||
The poster preparation enabled students to show why they considered this MaD Community as a disadvantaged group | 0 | 0 | 100 |
The poster presentation allowed students to demonstrate how they had made a difference in this MAD Community | 0 | 0 | 100 |
The poster presentation allowed students to demonstrate their engagement in a meaningful and appropriate way around issues of HIV | 0 | 10 | 90 |
The poster presentation allowed students to demonstrate how they had learnt from the participants at the MAD site | 0 | 10 | 90 |
The poster and presentation demonstrated that students interacted with their groups | 0 | 10 | 90 |
Group work in the project and on the poster supported individual students to learn more than if they had worked alone | 0 | 0 | 100 |
Assessment | |||
The poster presentations were a more efficient way to mark the work of 250 students than marking written assignments | 0 | 0 | 100 |
In my opinion the posters are a fair method to assess the group | 10 | 20 | 70 |
In my opinion the posters are a fair method to assess the individual student | 0 | 0 | 100 |
The marking rubric was appropriate to assess the poster presentation | 0 | 0 | 100 |
Feedback | |||
In my opinion, the posters are an effective way to provide feedback to all students | 0 | 0 | 100 |
Interactions between staff and students allowed me to gain new insights into the scope of the community projects | 0 | 10 | 90 |
Sufficient time was allocated for each poster presentation | 0 | 10 | 90 |
Being part of the poster assessment team made the task of assessment more enjoyable | 0 | 0 | 100 |
Engaging with the poster presentation with others from the same / different discipline offered a learning opportunity for me | 0 | 10 | 90 |