Effective Administration of a Large Undergraduate Physics Class: From Enrolment to Assessment Feedback

TL;DR

The paper describes how implementing electronic data processing and assessment strategies in a large undergraduate physics class improved pass rates, progression, and feedback accuracy, even with increased class sizes.

Contribution

It introduces novel electronic and computer-based methods for managing student data and assessments, enhancing efficiency and accuracy in large classes.

Findings

Pass rate increased by ~10%

Progression rate increased by ~13%

Effective with 50% larger class sizes

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