Assessment Strategies

Assessment through skills building, practice and student self-grading

Projects 1, in the workrooms, is the module where students learn to make and create furniture,
and it is based on 100% continuous assessment. They use their learning to manipulate wood
and wood based materials into the most wonderful of creations. The module begins with basic
skills and then builds onto more complex tasks as the year progresses. Skills development is
very much practice based.

Together with lecturer Sean Garvey, we design the projects and set the brief for all the
assignments that the students complete throughout the year. A sample project brief including
working drawings, is shown on the following pages. For the assessment, students are given
clear instructions about the Assessment Criteria / Marking Scheme. This forms the basis of
how they gain marks for their work. When the projects have been completed, be it a table,
chair, dovetail box, marquetry picture, etc. Firstly, I grade the piece each student has made,
based on the criteria set out in the brief. Then each student receives their submission back with
a spreadsheet which has the assessment criteria detailed clearly. An example of this spreadsheet
can be seen on the page following the project brief below. Students are then asked to grade
their own work based on the sections set out in the spreadsheet. This approach is generally
met with confusion by the students at first, after which they tend to enjoy the process as they
have a greater understanding and focus with their remaining projects. The students then bring
their work and their grade up to for a one to one consultation where I compare my grade with
theirs. This is a very engaging and reflective process for the students.

The accuracy of the results is remarkable. Approximately 80% of students are within 10% of
my mark. Quite often the remainder is dividable into two groups. The best students tend to be
overly harsh on their grading, being far too low, and the weaker students tend to be a little too
‘generous’ with their scores.

The samples shown over is for one project. The students in Projects 1 make approximately five
projects each year and this process is repeated for each project. It is very beneficial in so many
respects.
Assignment Aim:

The dovetail has long been considered as a symbol of precision and excellence in
furniture making and at this stage you will hopefully have become competent at cutting
dovetail joints. This dovetail box project will provide you with other new skills and
methods used in the making of solid carcass furniture such as the fitting of the hinged
lid with traditional brass butt hinges/smart hinges and also inlay.

Handwork techniques will be combined with the application of stationary and portable
power tools. The project will serve to ensure that you are aware of, and put into
practice, techniques common to all precision woodworking. During the manufacturing
process care and attention should be given to the handling and preparation of all of its
components.

Marquetry, parquetry or similar may be applied to the top of the box but only for those
students achieving the required quality within the time specified.

Assignment Instructions:

You are required to make to the highest standards of quality and precision the box with hinged
lid as detailed in the working drawing provided.

 The carcass sides are joined with through dovetails and are made from solid wood
 The top and base will be made from veneered birch plywood and glued directly to the
box sides
 Butt hinges/smart hinges will be used to hinge the lid.
 The required finish is sprayed water based lacquer

Assessment Criteria / Marking Scheme is detailed overleaf:

Assessment Criteria / Marking Scheme:

Precision of measurements & squareness, etc. 5%

Precision of dovetail joints 30%

Precision of inlay 15%

Precision of veneer 5%

Hinging and fit of lid 20%

Quality of Finish (including preparation) 20%

Conformance to Drawing 5%

Total 100%

Appendix : See drawings overleaf

Applied online multiple-choice question (MCQ) based exams
I have developed an online database of over 170, applied MCQ’s which cover specific topics
as they relate to my modules. This has proven to be a very effective method of assessment as
the students are tested on their thinking for a wide range of skills. The exams take place in the
computer labs via https://learnonline.gmit.ie/ and the students are given individual written
feedback based on the percentage of their result. I try to design questions to include ‘distractor’
answers which require the students to have a good comprehension of the topic being questioned
thus assisting to eliminate guessing from ‘test wise’ students. Some sample questions for the
module Manufacturing Technology 1 are shown in the graphic below.
Written exams
In the modules where an end of year exam is required I aim to write questions, so the students
can answer based on an understanding of a topic as opposed to learning off a particular subject
area. I aspire to examine what I have taught but also what the students have had the opportunity
to practice, so they learn by doing. Sometimes there is more than one correct answer, more than
one correct way of solving how to make a particular component for example. This divergent
thinking allows for individual creativity from students while still reaching a correct solution.

When we consider feedback we normally associate it with lecturers giving feedback to students
on their work. I use written exams to invert that process, to evaluate my own teaching. How
students perform in an exam will pinpoint areas where I should spend more time or change my
current approach.
I make a point of meeting students after an exam to get their feedback. This information,
together with their results help to continually improve how my exam questions are created.
A sample of one of my exam papers for the module Manufacturing Technology 1 is shown on
the following pages.
 GALWAY-MAYO INSTITUTE OF TECHNOLOGY

MAY EXAMINATIONS 2016/2017

MODULE: MATL06003 - Manufacturing Technology 1

PROGRAMME(S):
GA_SFWAL_H08 BACHELOR OF SCIENCE (HONOURS) IN FURNITURE AND
WOOD TECHNOLOGY
GA_SFUWL_B07 BACHELOR OF SCIENCE IN FURNITURE AND WOOD
TECHNOLOGY
GA_SFUDL_B07 BACHELOR OF SCIENCE IN FURNITURE DESIGN AND
MANUFACTURE
GA_SFDAL_H08 BACHELOR OF SCIENCE (HONOURS) IN FURNITURE DESIGN
AND MANUFACTURE
GA_SEDUL_H08 BACHELOR OF SCIENCE (HONOURS) IN EDUCATION (DESIGN
GRAPHICS AND CONSTRUCTION)

YEAR OF STUDY: 1

EXAMINER(S):
Mr. Paul Leamy (Internal)
Mr. Martin James (External)
Dr. Elaine McDonald (External)
Mr. Colin Deevy (External)
Mr. Tadhg O'Sullivan (External)
Mr. Dominic Ryan (External)
Mr. Marc ORiain (External)

TIME ALLOWED: 3 hours

INSTRUCTIONS: Answer any 4 questions. All questions carry equal

marks.
Sketches may be used anywhere you deem it will
enhance your answer.

PLEASE DO NOT TURN OVER THIS PAGE UNTIL YOU ARE INSTRUCTED TO DO SO.
The use of programmable or text storing calculators is expressly forbidden.
Please note that where a candidate answers more than the required number of questions, the
examiner will mark all questions attempted and then select the highest scoring ones.

There are no additional requirements for this paper.

QUESTION 1. Hand Tools [TOTAL MARKS: 100]

Q 1(a) Sharpening [30 Marks]

Give a detailed explanation of the following as they relate to sharpness of hand

tools:

 Sharpening angle
 Grinding angle
 Honing
 Hardening
 Tempering
 Sharpness

Q 1(b) Cabinet Scrapers [35 Marks]

You have just re-sharpened your cabinet scraper for the fourth time with your
burnisher and it is not working properly. Describe the steps you would take to
sharpen it properly, so it removes fine shavings from an oak veneered table top.

What would be the advantages of using a cabinet scraper over just sanding, when
preparing the same table top for a clear lacquer finish?

Q 1(c) Chisels [35 Marks]

Using sketches, describe the main characteristics and uses of the following as they
apply to hand chisels:

 Bevel edged chisels

 Japanese chisels
 Mortise chisels
 Skew chisels
[5 Marks each]

With the aid of sketches, give a detailed description of the main parts of a chisel.
[15 Marks]

[End of Question 1]
QUESTION 2. Power Tools [TOTAL MARKS: 100]

Q 2(a) Router [40 Marks]

You have just finished using a large filleting cutter in your hand router. You now want
to use a 6mm inlay cutter with a guide bush. Explain in detail the sequence you
would follow.

Q 2(b) Domino [30 Marks]

Explain how the domino doweling system works.

Sketch 6 joint configurations where the domino doweling system could be used to
aid joint assembly and strength.

Q 2(c) Biscuit Jointer [30 Marks]

Explain how the biscuit jointing system works. [10 Marks]

Identify the main sizes of biscuits available. [5 Marks]
What are the function of the anti-slip pins? [10 Marks]
Describe how you would select the most appropriate size biscuit for a particular joint.
[5 Marks]

[End of Question 2]

QUESTION 3. Wood Finishing [TOTAL MARKS: 100]

Q 3(a) [40 Marks]

A client has commissioned you to make a pair of walnut framed dining chairs,
with ripple sycamore seats and back rests. They have asked for a semi-matt
clear lacquer finish on the chairs. Explain how you would achieve this using a
spray finish and describe what type of lacquer you would use.
The chairs have just had their final stage glue up completed. You should
include proper surface preparation and spraying techniques as part of your
answer
Q 3(b) [30 Marks]
Describe the process of applying a complete finish to a piece of furniture
made from American cherry using tung oil?
Describe the process of applying a complete finish to a piece of furniture
made from European oak using Danish oil?

Q 3(c) [30 Marks]

Explain how to apply a painted spray finish to a set of tall wardrobe doors
made entirely from HDF.

[End of Question 3]

QUESTION 4. The Dimension Saw [TOTAL MARKS: 100]

Q 4(a) [30 Marks]

Describe with the aid of sketches the correct position of the rip fence and the
cross-cut fence when performing the following cuts on a sliding table saw:

1. Cross cutting against the rip fence.

2. Trimming waney edge boards
3. Cross cutting wide pieces.
4. Producing narrow strips of MDF.
5. Cutting large panels to size.

Q 4(b) [30 Marks]

What is the importance of a riving knife? Show its correct setting.
Give a detailed explanation of what a scoring unit is used for?

Q 4(c) [40 Marks]

The dimension saw is one of the top 3 machines involved in woodworking
accidents. Describe 10 important safety practices specific to the dimension
saw, (i.e. wearing eye and ear protection applies to all machinery and is not
specific to the sliding table saw).

[End of Question 4]
QUESTION 5. The Surface Planer & Thicknesser [TOTAL MARKS: 100]

Q 5(a) [35 Marks]

The ability to process distorted timber on the surface planner is a necessary
skill. Explain with sketches how you would surface bowed timber and also
cupped timber.

Q 5(b) [30 Marks]

Give a detailed explanation of 6 operating procedures that will assist in
achieving excellent results and long life to the cutting edge of the blades,
when using a thicknesser.

Q 5(c) [35 Marks]

Explain the function of the parts of a thicknesser numbered 1 – 7 in figure 1
below.

Figure 1. [End of Question 5]

Feedback techniques.
I employ a variety of methods when giving students feedback on their assessments. In the
workroom, as mentioned earlier students are first required to assess their own work with a
blank spreadsheet for every project. When they have appraised their own work, they meet with
me to get their ‘real’ score. This is a one to one meeting and we discuss areas where the student
has scored very well and areas where they could make improvements. The students take note
of the scores they actually received for the individual elements of the project. This gives the
student a very clear and concise understanding about their work and this feedback method has
proven to be a very positive experience for most students. Weaker students are given accurate
and specific areas to target for improvement and with this understanding throughout the course
of the year there is generally a noted improvement in their results.