Developing Valid, Reliable and Transparent Assessments in Transnational Partnerships: Reality or Fantasy world? Festival of Teaching and Learning – 27 June 2018 Ariane Lengyel and Patrick Muigai - LGCHT

The TNE Landscape Broad and defragmented nature of TNE The UK is the second largest provider of international education with a 10% share of the global market Over 700 000 students study for UK HE degrees outside the country (HESA Aggregate Record 2015–16) 81% increase in the number of UK HE TNE students since 2008–09 (HESA Aggregate Record 2015–16)

UWL and IIHM/IAM Partnership now in its 6th year BA pass degree – 3 modules at level 5 and 3 modules at level 6 Started with 2 campuses in 2013, 3 campuses in 2015, 4 campuses in 2016 September 2018 – 8 campuses and in excess of 800 students Stakeholders - lecturers and students

Some of the challenges Previous experience of staff and students Academic culture of exams and rote learning Little prior understanding of the requirements of UK HE Need to adapt quickly Local culture and conditions Understanding motivations Quality aspects Staff support and communication Relationship management (Henderson et al. 2017)

Our challenges for assessments Need to replicate UK assessment as part of franchise agreement Challenges with Drafts Protocol Interpretation of assignment briefs

1 2 3 How do we achieve this? Assessments Content Starter Set Assessments Assessments must be: Practical and novel approaches that address the needs of relevant TNE stakeholders 1 How do we achieve this? Valid - measuring that which we should be trying to measure 2 Reliable 3 Transparent - learners know and understand where the goalposts are

The task Using the A3 posters: 5 minutes for each form of assessment What are the elements of validity, reliability and transparency of each form of assessment How can these forms of assessments be more applicable to this student body 5 minutes for each form of assessment Feedback Use of visual Paper copy Use of drafts Use TII Work in small chunks Tutorials In class activities Teaching in the country context Assessment brief contextualised Use of detailed marking scheme Use rubrics on TII Blind and second marking Provision of model answer Moderation exercise pre-marking