a ssessment across Plymouth University Professor Pauline Kneale and Jane Collings 1 Challenging myths and changing approaches to assessment Difficult territory ID: 743263
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‘Developing & embedding inclusive assessment across Plymouth University’ Professor Pauline Kneale and Jane Collings
1Slide2
Challenging myths and changing approaches to assessmentDifficult territoryPowerful mythsDisciplinary defencesSpaces of resistanceBroadening possibilitiesEntering ‘brave’ new spacesTransformational learning that is equitable.2Slide3
3Slide4
What students say..Sophie – Biomedical Science What are the explicit and implicit messages in the video clip?
4Slide5
Definition from the literature
Inclusive assessment refers to the design and use of fair and effective assessment methods and practices that enable
all students
to demonstrate to their full potential what they know, understand and can do (Hockings, 2010, p.2)
Illustrations by Chris Glynn
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Why inclusive assessment ?Through inclusive design wherever possible, and through individual reasonable adjustments wherever required, assessment tasks provide every student with an equal opportunity to demonstrate their achievement. (QAA.2013 UK Quality Code for Higher Education, Ch
B6)
Traditional
assessment practices that were once dominated by the unseen examination and the standard essay…have proved unable to capture the range and nature of the diverse learning outcomes now sought from courses.” (
Boud
&
Falchikov
2006
)
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Types of AssessmentCrisp (2012)
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An inclusive approach
Waterfield
& West
(2006)
SPACE
Project
Plymouth
University
8Slide9
National Student Survey2009
2010
2011
2012
2013
2014
Assessment
%
%
%
%
%
%
Clear marking criteria
70
71
72
74
76
77
Assessment is
fair
72
72
73
75
77
78
Feedback
Feedback is prompt
57
59
62656869Provides detailed comments626366697172Clarifies student queries 575860636667Overall student satisfaction 818183848586
NSS: Assessment and feedback ( % agree )
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There is some excellent practice…. Student Comments: Source: UPSU Student Voice Report (2014)
‘Feedback is both comprehensive and constructive whether formative or summative. I now know exactly where I can improve without ever feeling stupid or a failure.’
‘Feedback was so clear and showed me how to develop my work in the future.’
‘Feedback is often sent back within a matter of hours after sending work off for formative marking, meaning students can improve and work on skills needed continuously
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There is more improvement required ……
Student Open Comments
Source: (NSS 2014)
‘The assessments were vague
and unclear leaving me puzzled and confused- I have no idea what makes an A, B or C’.
‘The coursework was outdated, and difficult because it lacked industry relevance’
‘I was unsure of the assignment requirements/criteria despite attending all tutorials and discussions with the module lead’,
‘The disparity in grades and feedback was vast: some being penalised for grammatical, spelling or referencing errors, whilst others were not! ‘
‘We need formative assessment at the beginning
so we can improve in summative assessments’
‘I spent 4 months writing my dissertation project and when I got it back there was five lines of feedback, I felt like I’d wasted my time'
‘The coursework
guidance was ambiguous’
‘Feedback took over 20 days to return and was unclear how my work could be improved’
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Assessment for Learning What are the issues? What are the cultural implications? Why now? What do we need to do ?
Comments onto post it notes
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Developing an inclusive assessment strategy 13Slide14
Inclusive Assessment why now at Plymouth ? The increasing diversity of students in UKAn increase in disabled students & associated modified assessment provision costs Student voice -low scores in
NSS for assessment
and feedback
NUS & UPSU focus on assessment and feedback
In 2012 a review of PU assessment provision indicated inconsistent practices
An increase in appeals & settlements
A strategic focus on student retention through regular meaningful formative assessment tasks and prompt feedback.
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Plymouth University
inclusive assessment ambition:
‘
all students will have an equitable, supported assessment experience
’.
Inclusive
assessments will :-
Fairly
evaluate
students’ ability
to meet module and programme learning outcomes and academic
standards
Be accessible for all students
Provide every student with an equal opportunity to demonstrate their achievement
Support student engagement, learning,
progression, retention
and address the needs of our diverse student population
Be
authentic and offer students contextualised meaningful tasks that replicate real world challenges through effective programme design.
Reduce the need for modified assessment provision
)
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PU Assessment Policy: 2014Pre- assessment / feed-in activities & information, discussion, feed-in with clear assessment and marking criteriaAuthentic, MAP free/ simple assessment methods aligned to learning
o
utcomes
.
Scheduling
- throughout the year, normally only 2 summative assignments in 20credit modules.
Access to software for
electronic submission
and
originality checking
software.
Fairly marked,
anonymously
( if appropriate) with
moderation
Feed-forward & feedback with
marks
(asap) but within 20 days
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Resources to assist programme level review of assessment 17Slide18
Inclusive does not mean ‘easier’ or ‘avoiding things’
Inclusivity can be enhanced through
:-
Formative assessment
P
rogressive
s
taging of assessment
(
building complexity)
Feed-in/ briefing
Feed-in
S
et
up,
briefing
,
preparation,
Practice & rehearse,
assessment & marking criteria
Feed-forward
Formative ‘feedback’, cues, discussion,
mid-way reviews
,
peer & self review/feedback
Feedback
e
nd
of
task, written
, verbal,
mp3, You
T
ube,marks/gradesLearningSpace( Magne 2012)18Slide19
Year:1/2/3/4/5
MCQ exam
IPSE / OSCE
Case
study/ lab
report
Essay
Reflective journal
We
bsite/ wiki /podcast
Open book exam
Presentation /viva
Information
leaflet
Inclusivity indicator/ risk factors
Skills development
feed-in /preparation
offers progression
feed -forward / feed back
Modified
a
ssessment
p
rovision
Scheduling
bottle-
necks
Work
placed aligned
Communication
skills
Teamwork Example
Module 1
Module 2 Module 3 Module 4 Module 5 Module 6
Reviewing assessment in a programme
RAG Rating - Red – Amber – Green (Collings & Magne 2013)
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Designing and Developing inclusive assessment21Slide22
Improved designAssignments aligned to learning outcomes &
assessment criteria
A
range of assessment methods
: authentic/work related & few modification implications
Schedule
assessments evenly across the year
Offer
students detailed
pre-assessment
activities
Offer
progression
and opportunities to
practice
Design
inclusive examination
s with 50% max weighting
Well written and
clearly structured
questions
Consider a
choice of assessment methods
(maximum of 2)
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Design inclusive assessment methods Example of a staff development activity:
Using the
assessment methods
hand-out on the tables
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Traditional Assessment a) Introduction to Marketing (Principles, overview & apply concepts) Current assessment methods 4 x multiple choice q
uestion
t
ests - 30% weighting
3 hour unseen exam –70
%
weighting
b
) Introduction to Animal Feed Management
(Principles, & feed management plan)
Current assessment methods
3 short tests - 20% weighting
3
hour unseen exam - 80
% weighting
What are the other assessment method options ?
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Examples of inclusive practice at Plymouth University Education: offers a choice of two assessment methods Law:
fewer traditional exams, now ‘open book’ & ‘seen’ exams, more formative short answer & MCQ tests.
Accounting & Finance :
100% coursework assessment for
modules without
professional
body exemptions and
formative assessment opportunities
replace
tests.
History:
work-facing assessments
Marine Biology:
formative assessment via peer review
Marketing:
no traditional exams, authentic assessments (e.g. group reports, marketing plans and presentations)
Navigation & Maritime Science:
assessment briefings, revision sessions,
8 hour
assignment
with
a
27 hour time
limit, 1.5 hour class
tests
with the room invigilated for 3 hours.
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Impact of inclusive intervention at Plymouth University Improvements in student satisfaction scores Assessment
Feedback
Accounting and Finance
+20%
+16%
Business
Administration
+36%
+14%
Marketing
+31%
-4%
School of Tourism
and Hospitality
+19%
+17%
Physiotherapy
+20%
+16%
Dental Surgery
+20%
+23%
Engineering
+32%
+22%
National Student Survey: 2014
.
26Slide27
Challenging myths and changing approaches to assessmentDifficult territoryPowerful mythsDisciplinary defencesSpaces of resistanceBroadening possibilitiesEntering ‘brave’ new spacesTransformational learning that is equitable.27Slide28
References Boud, D. & Falchikov, N. (2006) Aligning assessment with long term learning. Assessment & Evaluation in HE. vol31.no4.p399-413Crisp, G. (2012) Integrative assessment: Reframing assessment practice for current and future learning. Assessment and Evaluation in Higher Education, vol. 37, no. 1, pp. 33-43. Hockings, C. (2010) Inclusive learning and teaching in higher education: a synthesis of research. Higher Education Academy resource.
Mogey
, N., Purcell, M
.,
Pateson
,
J
.,
Burke. J .;
( 2013) Handwriting or typing exams – can we give students the choice?
O’Neill
, G. (2011). A Practitioner’s Guide to Choice of Assessment Methods within a Module: Case Studies for University College Dublin.
Dublin
QAA: (2013) UK Quality Code for HE. Chapter B6. Assessment of students and recognition of prior learning
Waterfield
, J
., & West
, B.,(2006) Inclusive Assessment in Higher Education: A Resource for Change. Plymouth University
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Comprehensive staff resource.http://www1.plymouth.ac.uk/ouruniversity/teachlearn/guidanceresources/Pages/Assessment.aspx
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Conducting inclusive exams Weighting of exams– no more than 50%Use a range of exam methods (e.g seen, open book, take home etc.)
Signpost support for exam technique sessions
Prepare students for exams -feed-in / feed-forward
Taking the anxiety out of exams through opportunities to practice and rehearse
Ensure students receive feedback after each exam
Offer students the opportunity to type
exams and
use assistive
software
(
Mogey
2013)
31