Assessing Personal Transferable Skills and Personal Development Planning

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Assessing Transferable Skills

Personal Development Planning

David Cole-Hamilton

School of ChemistryUniversity of St. Andrews



Transferable skills Embeddedin the Curriculum

PostersOral presentations

Essays

Chemical Newspaper

Miniproject

All involve teamwork



Posters



Oral Presentations



Chemical Newspapers



The Problem

Level 1000 Level 2000 Level 3000 Level 4000 Level 5000

Semester 1 2 1 2 1 2 1 2 1 2

Oral

Presentation

x x x x

Poster xx x

Newspaper x

Essay x x

Mini project x

Semester 2 3 sets of posters 3 sets of Oral presentations



The Solution

• Hold all poster sessions on the same afternoonwith a reception for staff and all students(lectures the morning of the same day)

• Each activity marked by at least two staff

members• Markers selected from those not involved in

teaching the module

• Only one assessment per staff member

• All staff members do one assessment• Prizes judged by sponsor or other External

person



Assessment of Group work

(Miniproject)

Assessed Components

Individual Report

Group Report

Group presentation (each individualcontributes)



Assessment of Group Report

Peer AssessmentCH3441

Miniprojects

Peer Assessment

In carrying out the assessment of the contribution other

members of your group have made to the project, please

assign a mark to each one between 0 (no input) and 4

(did everything). The total marks should add up to 8 if there were 5 members of the group and 6 if there were

4. Fractional marks are acceptable. Do not award a

mark to yourself.

Your Name:

Name of group member Mark

Please return this to me at the presentations on Friday.

Thank you.

David Cole-HamiltonMay 2004.

Peer Assessment is used

to moderate an overall

mark given by two

assessors




Dr. Fiona Gray

FILTA




Maintaining a record of the skills developed

during a University Degree

Academic and non-academic

Undergraduate Skills RecordRoyal Society of Chemistry



Why do Personal development

PlanningIf I ask a student at interview –

“Did you do any group work during your undergraduate degree?”

and they think for a while before saying

“I seem to remember putting a poster together withsome other students in Second year”

I am not impressed.

If they can reply immediately with details of variousactivities, they are much more likely to get the

job

Recruitment Officer, Quintiles, Edinburgh



Undergraduate Skills Record

Royal Society of Chemistry



Undergraduate skills record

• Student centred

• Regularly updated

•Read over before interviews etc.

• Covers academic and non-academic

activities

• Paper, on-line and downloadable formatsavailable



Introduction of USR

Chemistry, St. Andrews

•Funding from FILTA (2002-3)

• Part time employment of Dr. Fiona Gray (2002-5)



USR 2002-3

Level 3000

(3rd Year)

Semester 1

Individual

discussions

Level 1000

(1st Year)

Semester 2

Individual

discussions

Mentoring

Filled in retrospectively

To enable mentoring

Semester 2

Mentoring

Training

22/3058/64

Fiona Gray





Nine Key Skills

• Planning and Organisation

• Study Skills

• Handling Information

• Communication Skills• Teamwork

• Scientific / Practical Skills

• Improving Learning and Performance

• Information/Communication Technology

• Problem Solving



Communication Skills

Rate yourself on your ability to:

• Ask for advice and help from fellow students,lecturers, supervisors

• Present ideas to a range of specialist and non-specialist audiences

• Maintain good lecture / laboratory notes

• Provide written reports on time and of an

appropriate length• Plan and present an oral presentation with

appropriate visual aids



How it works

Plan and present an oral presentation with appropriate visual aids

Note Comments targets and Plans with evidence to support your scoring

Went on a bit long; rather boring; two people fell asleep in the back rowhalf way through

Development Targets for Phase 2

Arrive on a unicycle, put a bit of juggling in the middle, make a loudnoise every time someone looks like dropping off

Colin Mason suggests cutting out most of the detail and concentrating

on the key points

A I can use this skill very well

B I can use this skill well, but some improvements could be made

C I need to improve this skill

D I need to put in considerable work to develop this skill

E I have not had the opportunity to develop this skill

P h a s e

1

P h a s e

2

P h a s e

3

D



• Will students take theprocess seriously if itis not compulsory andnot assessed?

• Some students havehad very bad

experiences of PDPat school

(National Record of Achievement)

To Assess or not to Assess…

• Students have saidthey would not fill inthe record honestly if they were to beassessed or had toshow the record tosomeone

• Staff are happy tohelp or look over whathas been written andcomment if invited

For Against



Showing PDP is worthwhile

• Personal Development planning is for the benefit

of the students

• They need to see it as worthwhile

• Senior students help because they can givepractical examples of where it was important

(Industrial Placement or job interviews)

• A staff member committed to the scheme makesthe scheme work.

• She also picks up other problems early in first

year (e. g. time management)



Conclusions

• Personal Development Planning helps studentsappreciate the skills they have learnt and whythey have learnt them

• It allows them to check before an interview what

they have done• They will probably not keep a skills record

without encouragement

• Mentoring of junior students by more senior

ones helps show the importance of PDP• A staff member to introduce and monitor PDP

helps greatly.

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Assessing Personal Transferable Skills and Personal Development Planning

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