International Information Seminar Seminar, Minsk 26-27 October 2016, Minsk State Linguistics University MODULE BASED EDUCATION. ASSESSMENT OF LEARNING ACHIEVEMENTS – DAY 1 The Complexities of Module-Based Higher Education (11.30-12.15) The Assessment of Learning Outcomes Achievements is Not Easy (14.20-1505) Stephen Adam (stephenadam@orange.fr) The Assessment of Learning Outcome Achievements is Very Challenging

COMPLEX UNIVERSITY REFORM CHALLENGES… STPEHEN ADAM: stephenadam@orange.fr COMPLEX UNIVERSITY REFORM CHALLENGES… Current European Higher Education Reform Issues UNIVERSITY S U R V I V A L? National Qualification Frameworks (NQF) EQF + EHEA established. but objectives not achieved Multiple functions of HE: research, citizenship/democratic values, personal development, employability, etc. Curriculum reform/development Markets Borderless education (TNE) Internationalisation Credit Systems + confusions ECTS v ECVET Recognition issues (Diploma Supplement + Lisbon Recognition Convention + RPL) Quality Assurance ESG : Internal + External + agency Mission statement/diversity in university roles Revenue sources – Finance and mergers! New technology CONTEXT: Growth in demand Constrained funding Demographic change Increased competition Globalisation Regulations, policies, governance Rethink role + autonomy Modernisation agenda Restructure Staff training RANKINGS ? Student- centered learning Employability Learning outcomes –delivery assessment

Enhancing the quality and relevance of learning and teaching is the main mission of the EHEA. We will encourage and support higher education institutions and staff in promoting pedagogical innovation in student-centred learning environments and in fully exploiting the potential benefits of digital technologies for learning and teaching. These should be supported by transparent descriptions of learning outcomes and workload, flexible learning paths and appropriate teaching and assessment methods. (EHEA, 2015 Yerevan Communiqué, p2]

Higher education institutions need to define their learning and teaching objectives in relation to their study programmes and how they should be delivered and assessed. 2015 ECTS Users’ Guide, P26

STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA (ESG) 2015 [see section 1.3, page 12] Standard: Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach. Guidelines: Student-centred learning and teaching plays an important role in stimulating students’ motivation, self-reflection and engagement in the learning process. This means careful consideration of the design and delivery of study programmes and the assessment of outcomes. Considering the importance of assessment for the students’ progression and their future careers, quality assurance processes for assessment take into account the following: -- Assessors are familiar with existing testing and examination methods and receive support in developing their own skills in this field; -- The criteria for and method of assessment as well as criteria for marking are published in advance; -- The assessment allows students to demonstrate the extent to which the intended learning outcomes have been achieved. Students are given feedback, which, if necessary, is linked to advice on the learning process; -- Where possible, assessment is carried out by more than one examiner; -- The regulations for assessment take into account mitigating circumstances; -- Assessment is consistent, fairly applied to all students and carried out in accordance with the stated procedures; -- A formal procedure for student appeals is in place. Not easy!

MULTIPLE CHALLENGES EXIST THE ASSESSMENT OF LEARNING ACHIEVEMENTS Resource implications of complex and demanding assessment modes All learning outcomes must be capable of (formative and summative) assessment Intimate connection between learning outcomes, delivery and assessment Selecting the correct and appropriate assessment mode Curriculum reform and assessment Staff development and support mechanisms Relationship between assessment and assessment criteria The relationship between assessment and national / international HE level descriptors and standards How, when and where should assessment take place? Student involvement in assessment – creation and measurement? MULTIPLE CHALLENGES EXIST

WHAT SKILLS, ABILITIES, COMPETENCIES AND OUTCOMES DO YOU WANT TO ASSESS? SELECTING APPROPRIATE ASSESSMENT METHODS THINKING CRITICALLY Develop arguments, reflect, evaluate, judge, etc. PROBLEM SOLVING Identify problems, plan, analyse data, etc DEMONSTRATING TECHNIQUES Compute, follow instructions and protocols, etc SELF-MANAGEMENT + PERSONAL DEVELOPMENT Cooperate, work independently, self-direct, manage, etc ACCESSING AND MANAGING INFORMATION Describe, report, relate, etc DEMONSTRATING KNOWLEDGE AND UNDERSTANDING Recall, describe, identify, etc DESIGNING, CREATING, PERFORMING Imagine, produce, innovate, perform, etc COMMUNICATION Argue, advocate, negotiate, present, etc Amended from: Oxford Brookes University material: https://www.brookes.ac.uk/services/ocsld/resources/methods.html

Assessment criteria + need to decide weighting: EXAMPLE: BA Politics dissertation 15 ECTS credit module generic assessment criteria ( + specific criteria and weighting to be developed for each dissertation) Assessment criteria + need to decide weighting:

ASSESSMENT CRITERIA: POOR – EXCELLENT? (source UCE Birmingham) Limited evidence of finding and conclusions supported by the literature and theory Evidence of findings and conclusions grounded in theory or literature Good development shown in arguments based on theory or literature and beginnings of synthesis Analytical and clear conclusions Showing development of new concepts well grounded in theory and literature

FINAL THOUGHT… Academic reform is a very slow and difficult process! Creating good learning outcomes and assessment is not easy. Useful references: Writing and using good learning outcomes , David Baume; Writing and using learning outcomes, Declan Kennedy, etc.