Presentation Transcript

1. Transforming Assessment in Higher Education Pilot Scheme

   Dr Joanne Leal
2. Core Team Professor Susan Jackson, PVM for Learning and Teaching Dr Joana Barros, Lecturer in Department of Geography, Environmental and Developmental Studies and Technology Enhanced Learning Champion Geoff Morrison, Student Centre Customer Services Leader Dr Joanne Leal, AD for Learning and Teaching (Projects)/Arts Dr Anita Walsh, AD for Learning and Teaching/BEI
3. Transforming Assessment in Higher Education Pilot Scheme (TAPS) A national pilot scheme run by the HEA aiming to transform assessment in higher education It involves eight higher education institutions in the UK ‘with the vision and enthusiasm to rejuvenate and refresh their assessment policy and practice’ (Buckinghamshire New University, Keele, Teesside, Edinburgh, Liverpool, Roehampton, Southampton) The purpose of the scheme is to help institutions transform their assessment strategy through applying the review tool contained in A Marked Improvement. http://www.heacademy.ac.uk/resources/detail/assessment/a-marked-improvement
4. A Marked Improvement ‘A Marked Improvement: Transforming Assessment in Higher Education’ is an HEA publication which calls for ‘a significant reappraisal of assessment strategy, policy and practice’. It contains a review tool which ‘offers a practical way for HEIs to take stock of their current approach to assessment and identify targeted areas to transform their assessment provision’. The aim of the pilot is to further test the approach in the ‘A Marked Improvement’ publication and provide an opportunity for HEIs to develop and share knowledge about the effectiveness of various ways to transform assessment in higher education. http://www.heacademy.ac.uk/resources/detail/assessment/Transforming_assessment_pilot_CP/Transforming_assessment
5. A Marked Improvement: Premise Assessment of student learning is a fundamental function of higher education. It is the means by which we assure and express academic standards and has a vital impact on student behaviour, staff time, university reputations, league tables and, most of all, students’ future lives. The National Student Survey, despite its limitations, has made more visible what researchers in the field have known for many years: assessment in our universities is far from perfect. From student satisfaction surveys to Select Committee reports, there is firm evidence that assessment is not successfully meeting the needs of students, employers, politicians or the public in general. The rising demands of fee-paying students, the increasing financial pressures on institutions and the need to maintain the UK’s international reputation for high academic standards are going to place extra strain on already vulnerable assessment practices. It is time for a serious reappraisal, and the purpose of this publication is to support the reappraisal of assessment policy and practice in higher education through evidence-informed change.
6. A Marked Improvement: The Case for Change Improved potential for student learning Increased student satisfaction Improved value for money Assessment methods and approaches that are better able to assess the outcomes of 21st-century education A dependable and fairer representation of student achievement Greater confidence in academic standards and improved safeguarding of the reputation of UK higher education
7. The tool and the tenets The review tool contained within this publication builds on six tenets specified within the ‘Assessment Standards: a manifesto for change’, produced by the Assessment Standards Knowledge exchange (ASKe) at Oxford Brookes University. Assessment for Learning The debate on standards needs to focus on how high standards of learning can be achieved through assessment. This requires a greater emphasis on assessment for learning rather than assessment of learning Ensuring Assessment is fit for purpose When it comes to the assessment of learning we need to move beyond systems focussed on marks and grades towards the valid assessment of the achievement of intended programme outcomes
8. The tool and the tenets contd Recognise that assessment lack precision Limits to the extent that standards can be articulated explicitly must be recognized since ever more detailed specificity and striving for reliability, all too frequently, diminish the learning experience and threaten its validity. There are important benefits of higher education which are not amenable either to the precise specification of standards or objective assessment. Constructing standards in communities Assessment standards are socially constructed so there must be a greater emphasis on assessment and feedback processes that actively engage both staff and students in dialogue about standards. It is when learners share an understanding of academic and professional standards in an atmosphere of mutual trust that learning works best.
9. The tool and the tenets contd. Integrating assessment literacy into course design Active engagement with assessment standards needs to be an integral and seamless part of course design and the learning process in order to allow students to develop their own intended conceptions of standards and to monitor and supervise their own learning. Ensuring professional judgements are reliable Assessment is largely dependent upon professional judgement and confidence in such judgement requires the establishment of appropriate forums for the development and sharing of standards within and between disciplinary and professional communities. http://www.brookes.ac.uk/aske/Manifesto/
10. The tool Two parts: Part A: Addresses strategic institutional issues in assessment and feedback ‘This part can be used by senior managers to address strategic institutional issues for radical change across an institution.’ Part B: Addresses issues in assessment and feedback at the faculty, school, college or department level ‘This part can be used by a working group involving a dean, or head of department, curriculum leaders, course or programme leaders, educational developers, lecturers and students.’
11. Part A
12. Part B
13. Birkbeck and the tool Tenet 1: Assessment for learning A1.3 – viewing assessment and feedback across programmes in relation to student learning A1.2 – appropriate balance between formative and summative assessment
14. The Action Plan Areas for focussed development: Programme level assessment strategy Alignment of programme LOs and assessment Assessment and feedback appropriate to level Balance between forms of assessment across programme Balance between formative and summative assessment Two ways to do this: at Department/School Level and at College level
15. Working with Departments/Schools Working with programme teams across the Schools and at different programme levels Cert HE Higher Education Introductory Studies BSc Social Science FD Arts and Media Management MSc Marketing Communication LLM Qualifying Law Degree
16. A cut-down tool Re-designed tenet review tool to be used by programme directors, asking 4 questions: Q1: To what extent does your programme take a developmental approach to assessment and feedback across the programme in relation to the student learning experience? Q2: To what extent are your programme level learning outcomes and assessment methods aligned? Q3: Is assessment and feedback appropriate to levels (eg levels 4/5/6/7) across the programme? Q4: To what extent is there a balance between different forms of assessment across the programme, including formative and summative assessment?
17. Cert HE Higher Education Introductory Studies / BSc Social Science Working with Dr Kerry Harman and Dr Kate Maclean Progamme level marking criteria Progression between programmes in relation to assessment The challenge of managing progression in assessment in an interdisciplinary programme Preparing for the dissertation
18. LLM Qualifying Law Degree Working with Dr Eddie Bruce-Jones introducing formative assessment throughout the programme introducing a new dissertation module which enables students to draw on their learning across the programme interest in introducing formative assessment across the School
19. Working with the College Developing consistent expectations of feedback/feed forward Enhancing technology enhanced assessment and feedback Reviewing programme specification forms Enhancing internal review Review / revise strategy for learning and teaching enhancement Work with programme director PGCE: HE Work with new Centre for Transformative Practice in Learning and Teaching to ensure a focus in 2013-14 on transformative assessment Develop resources on transformative assessment, working with new Centre for Transformative Practice in Learning and Teaching
20. The Future Roll out pilot programmes to Departments Roll out tool and examples / recommendations for applying tenets in practice Enhancement of all new programmes through changes to programme specification forms Enhancement of all new departments through discussion of assessment strategies at internal review Resources available to all staff through Centre for Transformative Practice in Learning and Teaching