Inspera in Biochemistry and Molecular Biology
click on the arrow to start
Inspera in Biochemistry and Molecular Biology
We gathered insights from Dr. Mairi Kilkenny, who shared her success in diversifying assessment opportunities for students using Inspera. Here's what she had to say...
We decided to implement a weekly practical assessment (18 assessments in total across the year, counting 5% of the overall course's mark). We did not want to increase student workload, so decided against a practical write-up that students would need to complete after they had finished the lab-based practical.
Motivations and Goals
Motivations & Goals
We were keen to diversify assessment for this [undergraduate] course, particularly incorporating non-exam assessment opportunities, something which students across the University have expressed a real desire for.
Benefits & Improvements
Other Insights
Future Work
Besides the well-known advantages around diversifying assessment, we also hoped that this change would improve student attendance and engagement with the practicals, and motivate students to really understand the experiments they were performing.
Next Steps
Further Reading
[Instead,] we elected to use the Inspera exam platform to deliver our short practical assessments, which were completed by the students during the scheduled practical session. The assessment window is only open during the hours that the practical is running, and students must attend in-person to be able to obtain the password for that day’s assessment.
Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Continuous use of Inspera throughout the year means that students are very comfortable with the exam platform prior to the main examination period.”
Benefits and Improvements
Motivations & Goals
We have observed a marked improvement in attendance at the practical classes. Not only that – students seemed more engaged, and keen to understand the underlying concepts. Student feedback has also been extremely positive. I think it helps that the assessment is not at all onerous – taking 10-15 minutes within the 5-hour practical window students seem to appreciate the motivational aspect of the assessment.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Other Insights
Motivations & Goals
While the assessments themselves are quick and easy to implement we do still manually check each submission to ensure adequate engagement.
Benefits & Improvements
Other Insights
Future Work
Based on our previous experience, we have identified ways in which this process can be further streamlined and automated (eg., ensuring each weekly assessment has an automatically-marked component).
Next Steps
Further Reading
Future Work and Additions
Motivations & Goals
I would like to see the integration of a digital exam platform with the final exam markbooks. Automatically pulling marks through from our weekly Inspera assessments to the final markbook would reduce the risk of human error in manually-assembled markbooks.
I think we also need to consider better integration of tailored student feedback into our weekly assessments.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Next Steps
Motivations & Goals
Thank you for exploring how Inspera has supported Biology students in diversifying their learning and assessment experiences!
Benefits & Improvements
Other Insights
Interested in implementing similar solutions or discovering other blended learning opportunities? Reach out to the Blended Learning Service team at info@blendedlearning.cam.ac.uk to discuss how we can help tailor solutions for your needs.
Future Work
Next Steps
Further Reading
Further Reading
Motivations & Goals
1) Grosseck, G., Sava, S., Ion, G. and Malita, L. (eds) (2023) Digital Assessment in Higher Education: Navigating and Researching Challenges and Opportunities. Singapore: Springer. 2) O’Neill, G. and Padden, L. (2021) ‘Diversifying assessment methods: Barriers, benefits and enablers’, Innovations in Education and Teaching International, 59(4), pp. 398–409. 3) French, S., Dickerson, A. and Mulder, R.A. (2024) 'A review of the benefits and drawbacks of high-stakes final examinations in higher education', Higher Education, 88, pp. 893–918. 4) Marinho, P., Fernandes, P. and Pimentel, F. (2021) ‘The digital portfolio as an assessment strategy for learning in higher education’, Distance Education, 42(2), pp. 253–267.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Please consult the 'Further Reading' section for a deeper dive into the literature on this topic.
Inspera Practical Assessment
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Transcript
Inspera in Biochemistry and Molecular Biology
click on the arrow to start
Inspera in Biochemistry and Molecular Biology
We gathered insights from Dr. Mairi Kilkenny, who shared her success in diversifying assessment opportunities for students using Inspera. Here's what she had to say...
We decided to implement a weekly practical assessment (18 assessments in total across the year, counting 5% of the overall course's mark). We did not want to increase student workload, so decided against a practical write-up that students would need to complete after they had finished the lab-based practical.
Motivations and Goals
Motivations & Goals
We were keen to diversify assessment for this [undergraduate] course, particularly incorporating non-exam assessment opportunities, something which students across the University have expressed a real desire for.
Benefits & Improvements
Other Insights
Future Work
Besides the well-known advantages around diversifying assessment, we also hoped that this change would improve student attendance and engagement with the practicals, and motivate students to really understand the experiments they were performing.
Next Steps
Further Reading
[Instead,] we elected to use the Inspera exam platform to deliver our short practical assessments, which were completed by the students during the scheduled practical session. The assessment window is only open during the hours that the practical is running, and students must attend in-person to be able to obtain the password for that day’s assessment.
Motivations & Goals
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Continuous use of Inspera throughout the year means that students are very comfortable with the exam platform prior to the main examination period.”
Benefits and Improvements
Motivations & Goals
We have observed a marked improvement in attendance at the practical classes. Not only that – students seemed more engaged, and keen to understand the underlying concepts. Student feedback has also been extremely positive. I think it helps that the assessment is not at all onerous – taking 10-15 minutes within the 5-hour practical window students seem to appreciate the motivational aspect of the assessment.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Other Insights
Motivations & Goals
- Academic staff workload
While the assessments themselves are quick and easy to implement we do still manually check each submission to ensure adequate engagement.Benefits & Improvements
Other Insights
Future Work
Based on our previous experience, we have identified ways in which this process can be further streamlined and automated (eg., ensuring each weekly assessment has an automatically-marked component).
Next Steps
Further Reading
Future Work and Additions
Motivations & Goals
I would like to see the integration of a digital exam platform with the final exam markbooks. Automatically pulling marks through from our weekly Inspera assessments to the final markbook would reduce the risk of human error in manually-assembled markbooks.
I think we also need to consider better integration of tailored student feedback into our weekly assessments.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Next Steps
Motivations & Goals
Thank you for exploring how Inspera has supported Biology students in diversifying their learning and assessment experiences!
Benefits & Improvements
Other Insights
Interested in implementing similar solutions or discovering other blended learning opportunities? Reach out to the Blended Learning Service team at info@blendedlearning.cam.ac.uk to discuss how we can help tailor solutions for your needs.
Future Work
Next Steps
Further Reading
Further Reading
Motivations & Goals
1) Grosseck, G., Sava, S., Ion, G. and Malita, L. (eds) (2023) Digital Assessment in Higher Education: Navigating and Researching Challenges and Opportunities. Singapore: Springer. 2) O’Neill, G. and Padden, L. (2021) ‘Diversifying assessment methods: Barriers, benefits and enablers’, Innovations in Education and Teaching International, 59(4), pp. 398–409. 3) French, S., Dickerson, A. and Mulder, R.A. (2024) 'A review of the benefits and drawbacks of high-stakes final examinations in higher education', Higher Education, 88, pp. 893–918. 4) Marinho, P., Fernandes, P. and Pimentel, F. (2021) ‘The digital portfolio as an assessment strategy for learning in higher education’, Distance Education, 42(2), pp. 253–267.
Benefits & Improvements
Other Insights
Future Work
Next Steps
Further Reading
Please consult the 'Further Reading' section for a deeper dive into the literature on this topic.