EDEN Research Workshop October 2014 A review of a faculty-wide change in assessment practice for open and distance learners of science Sally Jordan Department of Physical Sciences The Open University EDEN Research Workshop October 2014

Old and new practice Most modules have continuous assessment and an examinable component (exam and/or end-of-module assessment). But should the focus of focus of continuous assessment be formative or summative? We have explored the use of formative thresholded continuous assessment; students need to meet a threshold of some sort, but the overall score is determined by the examinable component alone. We have explored the use of two different types of thresholding.

Some findings Whether continuous assessment is summative or thresholded (either model) has very little overall impact; Other factors (e.g. timing) are more significant; Some students are well advised to omit late assignments; Our students have very poor understanding of our assessment practices.

For further discussion The rationale for our change in practice. Should continuous assessment be formative or summative. What is it for? Our evaluation methodology – a series of practitioner led mini-projects. Impact of practice on assignment submission, depth of engagement, module completion and success. Student perception. Student engagement with interactive computer-marked assessment. The advantages of different types of thresholding. Recommendations for the future.