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Solving the maze : Helping students to succeed at assessment.

This paper explores diverse assessment practices implemented at the University of Humber (UH) to support student success. An analysis of assessment types—from multiple choice to role play—is presented, alongside insights from 7,595 sampled modules. The research focuses on cognitive skills, evaluating students' experiences, and aligning assessment methods with wider educational reforms, such as the skills and employability agenda. Recommendations for improving assessment practices are discussed, aiming to enhance learning experiences and outcomes for students.

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Solving the maze : Helping students to succeed at assessment.

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  1. Solving the maze: Helping students to succeed at assessment. Angela Hammond, Andy Gillett, Keith Pinn Interdisciplinary Studies

  2. Who & What • Andy Gillett • English for Academic Purposes • Angela Hammond • Research and Study Skills • KeithPinn • Head of Consortium Programmes • Roger Dimond • Consultant

  3. Last year: Our approach • Decided to find out: • Initial look at assessment types at UH • 2005/6: Sampled 7595 Modules • Wide range of assessment practices

  4. Tasks • Multiple choice • Open book • IT based • Interactive • Group element • Role play Medium • Oral • Numeric • Diagram/Pictorial Who assesses? • Self assess • Peer assess • Self set element Cognitive skills • Analytic • Evaluative • Skills focus • Primary research • Theory focus Time-span • Reflective • Process/Periodic • Portfolio Work-related • Practice focus • Case Study

  5. This year • Needed further research • Small range of UH Modules • Looked at assessment tasks • Students’ previous experience with these tasks • KST1 (now JH) – wide range of subjects

  6. HEFCE, Issues Paper, July 2003/32, p. 8

  7. UH F E D C B A

  8. Wider context • Widening participation • Skills and employability agenda • Curriculum 2000 • Tomlinson 2004 • 14-19 reforms (Diplomas) • Government emphasis on ‘personal, learning and thinking skills’.

  9. UH F E D C B A

  10. Tasks • Multiple choice • Open book • IT based • Interactive • Group element • Role play Medium • Oral • Numeric • Diagram/Pictorial Who assesses? • Self assess • Peer assess • Self set element Cognitive skills • Analytic • Evaluative • Skills focus • Primary research • Theory focus Time-span • Reflective • Process/Periodic • Portfolio Work-related • Practice focus • Case Study

  11. Questions to the audience • Lack of content knowledge? • Previous experience of learning? • Our admissions procedures? • True parity across different national exams? • Expectations/perceptions of lecturers? • Our assessment procedures?

  12. Possible solutions • ‘Levelling up’ modules? • Address coursework/exam balance? • Better attuned assessment methods? • Further research - qualitative

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