Abstract

Posters are widely used across research active sectors to convey results and findings. They offer the opportunity for researchers to communicate their work and generate discussion around their area of study. Since its opening in 2017, the Science Foundation Year (SFY) at the University of Lincoln has required students to conduct a research investigation, produce a poster and defend their work in a similar manner to the traditional poster presentations held at many conferences, providing learners the opportunity to engage in assessment that is authentic to their chosen pathway. However, how this poster has been delivered and assessed has evolved in response to feedback from students, who
unreservedly highlight challenges, as well as successes, alongside practitioner reflection from SFY staff and external parties.

Originally situated in a skills-based module, with a focus primarily on the building of a poster itself, the assessment transformed to develop the students’ statistical analysis proficiency within a mathematics module, incorporating cross-curricula knowledge application and consolidation, as well as wider skills acquisition such as an awareness of ethical issues. This mathematics module split into two new modules. In one, the poster experienced further challenges, so may be retired at the end of the academic year. However, in the other, the assessment has flourished and is applauded by students as their favourite mathematics assessment. The lessons learned through ten iterations of the poster have helped develop a successful assessment in one module, even if there is work still to do in the other.