Leeds Curriculum Approaches to Assessment Dr Mitch Waterman / Dr Fiona Becket 30 September 2015

Principles of Assessment in the Leeds Curriculum “LESS ASSESSMENT, DONE BETTER” What? Why? How? VARIETY (within programmes), RELEVANCE, FLEXIBILITY in a RESEARCH-BASED CULTURE PROGRAMME CONSCIOUSNESS ADJUST THE TEACHING-TO-MARKING RATIO ENGAGED, CONTENTED STUDENTS (NSS; UGPS;PGPS)

Assessment: Partners and participants STUDENTS EMPLOYERS EXTERNAL PARTNERS including SCHOOLS

Assessment: Evaluation and review ANNUAL SCHOOL REVIEWS SAER TEF (TEACHING EXCELLENCE FRAMEWORK)

Assessment mapping In your programmes: Have you achieved an effective balance of modes of assessment linked to programme learning outcomes (LOs)? What has assessment mapping revealed in your Schools? For instance, has it revealed variety and range of relevant assessments? Has it shown a degree of over-reliance on a limited type of assessment modes? Has it revealed under-assessment/over-assessment of certain skills in relation to others? Have you found that some programme learning outcomes, particularly in established programmes, have ceased to be formally assessed (perhaps inadvertently as the result of subsequent module amendments to assessment)?

Assessment culture How appropriate is it, in relation to your programmes, to re-configure the assessment culture? Consider with a view to: reducing the number and frequency of assessment points; de-coupling assessment points from modules (link assessment points to programmes, as an alternative); permitting students to select a mode of assessment from a number of varieties on all, or particular, modules. 2. Would permitting students to select a mode of assessment on all, or particular, modules have a positive impact on NSS assessment and feedback questions/responses That is, would students feel a greater degree of control/ownership in relation to their assignments if they had a hand in choosing the mode of assignment to be undertaken in all, or particular modules?