Re-Engineering Assessment Practices in Scottish Higher Education Dr David Nicol, Project Director Ms Catherine Owen, Project Manager Centre for Academic Practice and Learning Enhancement

Community drivers  Quality Enhancement Framework: enhancement themes initiative  first theme: assessment  key findings: assessment ‘overload’ formative/summative balance provision of effective feedback aligning teaching, learning and assessment innovative assessment techniques

SFC transformation programme  REAP is one of six projects funded under the SFC E-Learning Transformation Programme  SFC principles/definitions of transformation: real changes occur changes are measurable changes are sustainable changes are embedded

Project philosophy  definitions of assessment: summative, formative and developmental  players in assessment process: students, tutors, peers, computers  assessment and feedback are key drivers of student learning  ‘assessment’ encompasses a broad range of activities and approaches  a varied portfolio of technologies can support assessment and feedback

The project  ‘re-engineering’ assessment design and delivery in core modules across three institutions: Strathclyde University Glasgow Caledonian University/Caledonian Business School University of Glasgow  focus on first year classes

Project objectives  encourage and support best practice development in assessment/feedback delivery in 12 modules/classes  introduce portfolio of mutually-supporting e-learning tools and technologies  pilot, test and refine course re-design  identify and overcome barriers  disseminate learning benefits and efficiency gains to encourage others

Task With your neighbour discuss: What are the barriers for you in addressing these issues in your teaching? using assessment to help develop life- long learning skills providing effective feedback harnessing new technologies to provide efficiency gains

LEN Feedback

Assessment in first year  contextual drivers for change: large class sizes (up to 600 students) under-resourced modules limited feedback opportunities poor student engagement with subject lack of subject/class identification dysfunctional learning behaviours disappointing exam pass rates/marks retention rates

Example pilot: Strathclyde University Department of Psychology  580 first year students, of which circa 130 will continue the subject into second year  drivers for change: improving learning experience improving standard of second year entrants improving overall exam marks

Example pilot: Strathclyde University Department of Psychology  first stage of re-engineering: harnessing available and sustainable technology introducing ‘scaffolded’ formative assessment opportunities developing ‘learning community’  challenges participation incentives quality of engagement practical delivery issues summative potential?

Example pilot: Strathclyde University Department of Mechanical Engineering  240 first year students  drivers for change: student focus on ‘marks’ rather than learning gains tendency for bright students to ‘slack off’ during second semester high staff workload in marking new teaching materials increasingly available on-line

Example pilot: Strathclyde University Department of Mechanical Engineering  portfolio of technologies to support and engage students: online homework system publisher’s assessment tools and tests PRS EVS system (electronic voting in the classroom) ‘just in time teaching’ innovation

REAP into 2007  2005/6 semester two: participating departments evaluate and refine existing pilots  2005/6 semester two/summer: new methodologies explored and new technologies added  2006/7 semester one: second iterations and new pilots, some new classes and modules  2006/7 semester two: full implementation of successful pilots, plans in place for sustainable use of methodologies and technologies, evidence of further take-up in participating departments and elsewhere in partner institutions

Further information: Dr David Nicol REAP Project Director Ms Catherine Owen REAP Project Manager