Assessment overview
This assessment involves students working in groups of four, to create a poster on what they deem to be the ‘Most Interesting Molecular System’. They then present this poster in a 10-minute presentation (plus 5 minutes scheduled for Q&A) to about 40 of their peers. The topic is purposefully left very open, without any restriction to inorganic or organic chemistry despite the module being largely inorganic; this is to make it as engaging as possible and to reflect how different parts of chemistry are interconnected across most research areas.
Design decisions
The poster presentation format was chosen because the course didn’t include any such presentation, apart from in an optional year 3 module, before the heavily weighted BSc project poster presentation. To keep students engaged in other groups’ presentations, a ‘question roulette’ is used. This involves each group being allocated another group to which they must ask a question, with the allocated group being announced by staff just before the relevant presentation. This was found to work well, with students not only asking the one required question, but having more than enough questions to fill the allocated Q&A time even without the staff questions. There was no replacement of this for those who missed the presentation.
This assessment focuses on students working with unfamiliar molecules and applying concepts they have learnt throughout the course to unfamiliar molecules. As well as this, it also develops and assesses students’ literature searching skills, which is evident in the impressive selection of molecules from students, and their understanding of the literature is shown by their presentation, in areas such as a molecular system’s mechanism of action or evidence it exists.
Practicalities
Two-thirds of the final grade came from staff grading the presentation and viva, and one-third came from a peer-assessment mark. In 2021-22, final marks were released to students 3 weeks after the presentation day. The first time this assessment ran, the final mark had an additional peer-assessment component, as students were also asked to grade all the presentations that they watched. However, this was abandoned as not only did it create extra work chasing students, but it also diluted the quality of the marking, as students tended to just mark their friends highly instead of basing grades on the quality of the presentation. This extra peer assessment had been trialled to encourage students to remain engaged in watching their peers’ presentations, but this has been replaced by the ‘question roulette’ initiative.
Imperial expert perspectives
What are exemplars?
Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
Pros and cons of using exemplars
Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
Strategies on how to successfully use exemplars
Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
Pros and cons of group work
Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
How to prepare students for group work
Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
Different ways of assessing group work
Dr Iro Ntonia, Centre for Higher Education Research and Scholarshipvv
Advice when implementing group work
Dr Iro Ntonia, Centre for Higher Education Research and Scholarship
Why do employers value group work?
Katie Dallison, Careers Services
Strategies for helping students develop group work skills
Katie Dallison, Careers Services
Overview
Faculty: Natural Sciences |
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Department: Chemistry |
Module name: Chemistry of Molecular Systems |
Degree: BSc and MSci Chemistry, MSci Chemistry with Medicinal Chemistry, MSci Chemistry with Molecular Physics |
Level: Y2 |
Academic Years: 2021-2022 |
Format: Group Poster Presentation, Coursework |
Approximate number of students: whole year group, ca. 200 students |
Delivery mode: Group coursework, presented on one day across 3 South Kensington campus lecture theatres |
Duration: set over 8 weeks of Summer Term, 14 hours of work from students + one 1-hour workshop |
Weighting and credit: 20% of module, module is 8.3% of Y3, Y2 is 20/35% of BSc/MSci degree respectively |
Module type: Core |
Module ECTS: 5 |
More information
Interviewee: Dr Silvia Díez-González
Second interviewee: Dr Laura Patel
Roles: Module Lead; Module Lecturer and Assessment Coordinator