Changing Landscapes - Observations on The Teaching Excellence Framework (TEF), Assessment & Feedback Practices and Professionalism.

Thank you for inviting me (Julie) Sid Hayes Director of Education College of Social Sciences Intended outcomes Be aware of the forthcoming Teaching Excellence Framework (TEF) Identify potential for more creativity in assessment and feedback practices. Realise that assessment and feedback is not without a number of challenges ( though you probably know that already) Appreciate that the BBS is currently a bit ahead of the game with your approach to on-line marking and feedback (Asher) and the University could learn from what you are doing. Be aware of our own CLT accreditation scheme for teaching qualifications I will have a better working knowledge of BBS at the end of today (this one is for me)

HE White Paper (May 2016) Creating a competitive market Choice for students (TEF) Updating the regulatory architecture “We will enhance teaching in our universities by implementing the Teaching Excellence Framework (TEF) using a phased approach”. “Successful TEF performance will allow providers to maintain their fees and access to loans within the rate of inflation”. Not trying to pitch anything to you or sell you the TEF. There is a diverse range of opinion about the value or otherwise of it

“Many rightly fear the consequences of higher education being metricised to within an inch of its life, …the measures themselves have individual and collective problems” (Gill, J. THE 29th June 2016 p.5 “But there is also widespread acceptance that the goal of the TEF- to recognise and reward institutions that really deliver for students- is the right one” (Gill, J. THE 29th June 2016 p.5

Are you refable / are you tefable? Research Teaching and Learning

TEF intended aims Highlight and incentivise excellent teaching Provide students and employers with better information Provide incentives so research and teaching are equally valued Metrics to be used

TEF Metric HEA 2015

TEF Metric HEA 2015

HEA 2015

TEF metrics are averaged out over 3 years of data (Most recent) Times Higher did a mock one a few weeks ago. (based on 1 year of data from 2013-14)

METRICS : full-time and part-time (Year 2) Assessor Review metrics

NSS question Question 22

Timescale TEF year 1 2016-17 Successful QA visit from previous years TEF year 2 2017-18 (Individual institutions apply 20016-17) TEF year 3 2018-19 Possible new metrics added TEF year 4 2019-20 Possible discipline level judgements (Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice pp. 44-45)

Tef visual

The assessment framework - model Aspect of quality Areas of teaching and learning quality Teaching Quality Learning Environment Student Outcomes and Learning Gain Criteria Statements that identify what assessors will be looking for   Teaching Quality criteria Learning Environment criteria Student Outcomes and Learning Gain criteria Evidence The evidence base that will be used to form a judgement against the criteria, made up of core metrics and additional evidence In future years this may be expanded to include further metrics, e.g. teaching intensity or HMRC data. Core metrics National Student Survey (Q 1-4 – teaching on course; Q 5-9 – assessment and feedback) National Student Survey (Q 10-12 – academic support) Retention/continuation (HESA) Employment/destination (DLHE) Potential highly-skilled jobs metric Additional evidence (provider submission)  Statement of findings Description of performance in each aspect Teaching Quality statement of findings Learning Environment statement of findings Student Outcomes and Learning Gain statement of findings Possible Commendations Overall outcome TEF rating TEF Rating Definitions of three aspects Criteria : 4 TQ 3 LE 3 SOLG Ratings: 3 Equal weighting across all three aspects

Assessment and Feedback a National Issue Assessment and Feedback a National Issue. Great that you are having a day like today. Last years NSS results show UoB 70% satisfied with this area National average 73% This is probably the area which needs most work. Expectations are changing and becoming more challenging

Shift in expectations at the same time as TEF comes in.

HEA 2015

Methods--what is creativity in assessment and feedback interactive Doing something different on a module (possibly) Looking at a whole cohort of assessment tasks and feedback methodologies ensuring relevance and inclusivity (yes for me) Creativity gains to be made in areas of feedback, for me, are greater than methods of assessment. How, when, nature (formative and summative) Of course this is open to discussion List of different types of assessment essay exam open book exam takeaway paper exam exam case studies exam simulations in tray exercises computer multiple choice poster presentation portfolios written or oral visual essay practical assessment oral presentations Individual group activity peer assessment self-assessment tutor and peer assessment choice of assessment choice of feedback Video submission others   In their own right these may be innovative and creative but they will only be truly innovative and creative if the assessment encourages students to take a deep approach to their learning and foster intrinsic interest in their studies

Assessment is best received when students perceive future value There are two things here with the assessment and feedback activity is it of value in future studies in which case there does need to be a strong element of feedforward associated with the feedback. Probably should have a heading on the lines of ’ways to improve future work’ It may also motivate students if the assessment method may be of value in future careers therefore creativity in assessment and feedback needs to take into account the cohort of students and what they are doing and where they are going

Refined- Assessment and feedback (NUS) Diverse forms of assessment designed to assess a range of skills and knowledge Programmes are planned so that the diverse forms of assessment will cover skills that are desired in the wider world e.g. by employers. Students have some choice in the assessment methods they are offered if you wish to be creative you don’t necessarily have to think for a new assessment methodology I think it will be creative to offer students some choice in the assessment method offered if of course this was doable

Refined- Assessment and feedback (NUS) Diverse forms of assessment designed to assess a range of skills and knowledge Programmes are planned so that the diverse forms of assessment will cover skills that are desired in the wider world e.g. by employers. Students have some choice in the assessment methods they are offered if you wish to be creative you don’t necessarily have to think for a new assessment methodology I think it will be creative to offer students some choice in the assessment method offered if of course this was doable

Refined- Assessment and feedback (NUS) Marking consistency and distribution Marking is broadly consistent across every student’s programme of study. There is an expectation that all markers will use the full range of marks. Guidance and clear grade/classification descriptors are available

Refined- Assessment and feedback (NUS) Formative assessment and feedback Formative assessment is a key aspect of learning and encourages students to reflect on their performance and develop their skills. Peer learning is part of formative feedback

There is a danger that we can overthink and over do creativity There is a danger that we can overthink and over do creativity. Many answers to the assessment and feedback issues already exist.

Teaching and learning is still central to everything and should come first A good TEF outcome will naturally follow but we need to be careful about teaching to TEF. Must continue to put students first, not TEF outcomes, TEF outcomes will be fine if we do put students first

We might need to be a little more flexible in this ever changing HE world- but it can be done. I am guessing that you already are very creative and that you just need to be consistent in the implementation of your creative assessments. This comes down to generic the principles of assessment practice.

University of Brighton PRD Scheme: what and why? Gain recognition for your expertise in teaching and supporting learning Mapped against the UK Professional Standards Framework Accredited by the Higher Education Academy (HEA) Gain Associate, Fellowship, or Senior Fellowship of the HEA Engage in CPD

UoB’s overall CPD framework Descriptor within UKPSF Qualification route Recognition route via the UoB Scheme Level of Fellowship   D1 L7 Teaching and Learning in HE module; L6/7 Practice Teacher module; L7 Health Professions as an Educator module Account of professional practice and development plan. statements from 2 referees Associate Fellowship D2 PG Cert Learning & Teaching in HE; Health-based PGCert Account of professional practice and development plan (3000 words) Fellowship

D3 Senior Fellowship 7000 words Account of Professional Practice) statements from 2 referees

Have a great rest of the day I will try to get to as many sessions as I can. What you are doing today, individually and collectively, will hopefully contribute to the TEFABLE position of the university through improved student learning and excellence in future teaching practices.