Can Embedding Assessment Literacy Exercises within the Curriculum Raise Levels of Student Achievement and Satisfaction with Assessment and Feedback? Learning and Teaching Award Project Dr Abigail Hunt, Dr Caroline Rook & Sarah-Kim Boyd

Background The ‘other’ student has become the ‘normal’ student. Post 1992 universities experienced an increase of student numbers following the active pursuit of the New Labour Government’s target of 50% of all 18-30 year olds in the UK participating in Higher Education (HE). Post 1992 universities have embraced inclusive education which has transformed their student profiles. They are more likely to have significant numbers of students who: Have a disability (declared or undeclared). Have English as a second, and increasingly, third language. Come from a very different education system. Are the first member of their family to go to university Come from a range of SES. Have entered university on lower tariff points. Have entered university with a range of qualifications and experience. The ‘other’ student has become the ‘normal’ student. We should not make the assumption that students are assessment literate when they start university!

What is Assessment Literacy? The assessment literate student will have: The ability to recognise the direct relationship between learning and assessment. A working knowledge of the assessment and feedback/feed forward processes at Anglia Ruskin University. An overview of the role of different types of assessment and feedback/feed forward at Anglia Ruskin University. The ability to discern between different types of assessment, their conceptual frameworks, and their technical requirements at different levels of study. The motivation to engage with self, peer, and teacher-led formative and summative assessment and feedback/feed forward. Reflective and planning skills needed to utilise for feedback/feed forward development. (based on Price et al 2012) Assessment literacy has two spheres: Teacher Student Assessment literacy for students has two aspects: 1. Process (institution) 2. Content and expectations (staff)

Aim of the Project To find out if embedding student assessment literacy within the learning process can improve student achievement and satisfaction with assessment and feedback.

Mixed-Methods Approach Data Aims Student feedback on in-class AL exercises (from two modules: level 4 and level 6) Examples of good practice for increasing AL Factors impacting on success of AL exercises Single case study on issues of student and staff engagement regarding A&F practice Illustration of barriers and success factors for increasing student AL Correlation & t-test results regarding class attendance, assessment briefing sessions and final marks (for one module per level) Checking levels of engagement Checking success of AL exercises Checking impact of AL on student achievement

In-class Exercises for Level 4-6 Level 4: Deconstructing Assessment Briefs Complements pre-existing knowledge of expectations of assignments and assignment AL. Level 5 & 6: Applying marking criteria Increases understanding of assessment criteria and assignment Encourages self-reflection of own work

Factors Impacting on Success of Exercises Class attendance c. 50% observed in our in-class exercises. C. 50% attendance observed in sessions providing individual advice for assessment Self-directed learning Only 20% of the level 4 class completed prep. Access to feedback C 20% of Level 4 and 5 students do not engage with feedback on Grademark. Class Engagement Willingness to participate Staff engagement Differences in approaches to A&F guidelines

Engagement fundamental to AL & student achievement Link between class attendance and final mark: Level 5: r = .38 Average mark when preparation session attended: 61% Average mark when preparation session not attended: 42% Level 6: r =.25 Average mark when preparation session attended: 61% Average mark when preparation session not attended: 64% Average when individual session attended: 63% Average when individual session was not attended: 59%

Project Summary

Want to Know More? Contact us for: Research reference list Draft article Abi.hunt@anglia.ac.uk Caroline.rook@Anglia.ac.uk

Group Activity 1: Recommendations In small groups discuss the following points and develop a set of recommendations: Do you try to build your students assessment literacy? Do you focus on process/content/expectations? What sort of exercises do you use? How do you engage students with the different aspects assessment literacy? Do you have evidence of improved performance and higher satisfaction? 10 minutes for discussion and then 10 minutes for feedback.