Solving the maze: Helping students to succeed at assessment. Angela Hammond, Andy Gillett, Keith Pinn Interdisciplinary Studies.

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Presentation transcript:

Solving the maze: Helping students to succeed at assessment. Angela Hammond, Andy Gillett, Keith Pinn Interdisciplinary Studies

Who & What Andy Gillett English for Academic Purposes Angela Hammond Research and Study Skills Keith Pinn Head of Consortium Programmes Roger Dimond Consultant

Last year: Our approach Decided to find out: – Initial look at assessment types at UH – 2005/6: Sampled 7595 Modules – Wide range of assessment practices

Tasks Multiple choice Open book IT based Interactive Group element Role play Medium Oral Numeric Diagram/Pictorial Who assesses? Self assess Peer assess Self set element Cognitive skills Analytic Evaluative Skills focus Primary research Theory focus Time-span Reflective Process/Periodic Portfolio Work-related Practice focus Case Study

This year Needed further research Small range of UH Modules Looked at assessment tasks Students’ previous experience with these tasks KST1 (now JH) – wide range of subjects

HEFCE, Issues Paper, July 2003/32, p. 8

UH F E D C B A

Wider context Widening participation Skills and employability agenda Curriculum 2000 Tomlinson reforms (Diplomas) Government emphasis on ‘personal, learning and thinking skills’.

GCE/VCE Qualifications Points BTEC NationalsOCR Nationals GCE AS/ AS VCE GCE AS Double Award GCE A level/ AVCE GCE/ AVCE Double Award AwardCertificateDiplomaCertificateDiploma Extended Diploma 360DDDD1 320DDMD2/M1 280DMMM2 AA240DDMMMDM3 AB220 BB200DMMMPM1P1 BC180 CC160MMMPPM2/P1P2 CD140 AAADD120DMPPPPDP2P3 AB110 BBBDE100 BC90 CCCEE80MPPMP3 CD70 ADDD60 BDE50 CEEE40PP D30 E20

UH F E D C B A

Tasks Multiple choice Open book IT based Interactive Group element Role play Medium Oral Numeric Diagram/Pictorial Who assesses? Self assess Peer assess Self set element Cognitive skills Analytic Evaluative Skills focus Primary research Theory focus Time-span Reflective Process/Periodic Portfolio Work-related Practice focus Case Study

Questions to the audience Lack of content knowledge? Previous experience of learning? Our admissions procedures? True parity across different national exams? Expectations/perceptions of lecturers? Our assessment procedures?

Possible solutions ‘ Levelling up’ modules? Address coursework/exam balance? Better attuned assessment methods ? Further research - qualitative