Implementing and reviewing additional admissions assessments Amy Smith, Admissions Support Manager UCAS Annual Admissions Conference 2017

Who are we?

Types of additional admissions assessments Interview: panel or MMI? Interview: panel or MMI? Test Test Essay Essay Audition Group work or assessment centre Portfolio Audition Group work or assessment centre

A quick note about interviews Main types of interview used in HE admissions: Assessment: could be to assess suitability to undertake the course, evidence ability for a profession/requirement, or assess a specific skill set. Selection: to differentiate between applicants who appear very similar ‘on paper’. Recruitment: an interview before or after an offer to encourage the applicant to choose the institution as firm. More than any other type of assessment, it’s important to make clear to your applicants why they are being interviewed and what they can expect.

Key considerations Why is it being used, and do we need it? Is it the right type of test, assessing everything we need to know? Can you explain it? Does it add value to the application? Can it be applied consistently and fairly to all? Reasonable adjustments? Is there a fee? Can you give accurate and constructive feedback?

Reasons for additional admissions assessments Identify and test a specific skill set More thorough assessment of abilities not covered by the application Specific professional body requirements Specialist requirement for a specialist programme Manage/rationalise numbers of applications

Key considerations Looking to add value to the application process. What are we gaining from this assessment that cannot be gained from the application form? Quality assurance and consistent approach. Complaints/appeals process. Carefully look at different types of assessment and their merits and suitability for the programme.

SPA criteria Have rigorous validation and reliability testing. Be supported by statistical and research evidence. Ensure the minimum of bias in the test questions, so the test is valid for applicants from all backgrounds. Be readily available and accessible to all in a timely way. Provide exemplar materials and tests with answers. Be fairly and professionally administered. Be able to demonstrate they are fit for purpose and add value as part of holistic decision-making. Be approved for use through the HE provider's relevant structures and processes.

Principles of fair admissions Be transparent. Enable institutions to select students who are able to complete the course, as judged by their achievements and their potential. Strive to use assessment methods that are reliable and valid. Seek to minimise barriers to applicants. Be professional in every respect and underpinned by appropriate institutional structures and processes. All of these principles can and should be applied to additional admissions assessments.

SPA National Expert Think Tank guidance Explores the use of admissions assessments, using a research stud provided by members of the 2016 SPA NETT. HEP case studies as well as feedback from schools/colleges. Framework model for preparing, selecting and implementing additional admissions assessments. Summarises how to apply the principles of fair admissions to all stages of the process.

Do we need an additional admissions assessment?

Step one: preparation What are you looking for by introducing an assessment? What benefit does it provide you through the admissions process? Can its introduction be fairly administered? Do you have the evidence to support why this is the best method?

Step two: rationale Do you fully understand why you are introducing an assessment? Are there any prescriptive requirements you must follow when using an assessment? Will using an assessment provide useful and additional information that can’t be achieved through academic assessment alone? Have you considered alternatives that may achieve the same outcome?

Step three: assessment type Is the assessment appropriate and does it fairly support the admissions process? Who needs to approve its use? Who needs to be involved in the assessment, and are they available (and trained)? How will the assessment be graded, and is this in a form that can be shared with applicants as feedback? How are the results recorded?

Step four: impact assessment Is the method clear, reliable, and valid in practice? Is the method comparable (between applicants)? Is the assessment method actually doing what you originally planned it to do? Who does the marking or makes the judgement? How will feedback be provided? Is there more than one person?

Step five: communication How are you planning to communicate assessment requirements to your applicants and advisers? Will you provide preparatory information? Will you provide practice materials? Will you provide the marking schedule, or details of the assessment method(s)?

Step six: monitor and assure How will you measure the performance of an assessment? Are you able to collect and record details for monitoring? How will the results be used/analysed? Who will make recommendations/act on these findings? Who is responsible for deciding to continue, reassess, or close an assessment? And who is responsible for the analysis?

Group discussions Working in groups, please discuss your use of additional assessments. Possible discussion points include: the different assessment methods used and the purpose behind them (e.g. diagnostic, selective, recruitment) who they are applied to (e.g. all applicants, select groups, individuals) how the assessment types are selected/agreed how details are communicated to applicants how their effectiveness is evaluated Please use Post-its to make notes of each other’s good practice and put them on the relevant sheet for each stage of the framework.

What are the benefits of a clear and transparent process? For the HEP? For applicants?

Benefits for the HEP Clear process and methods of assessment. Additional context to a limited application. The right applicants for the right course. Better information, advice, and guidance from HEP directly, meaning less misinterpretation and misinformation! Relationship building. Reputational benefits. Conversion opportunity.

Benefits for the applicant Better applicant experience! Feel more prepared/practiced. Minimal barriers. Clear entry criteria. More informed. Allows teachers and advisers to provide better IAG. Future ambassadors?

How can we be transparent? Past papers/examples of assessments. Scoring criteria. Clear communications and instructions. Provide details of any preparation required. Links to entry criteria. Feedback requests.

Thank you! Any questions? Please don’t hesitate to contact the SPA Team at enquiries@spa.ac.uk. All our resources are freely available on our website at www.spa.ac.uk. Follow us on twitter: @SPA_Admissions.