1. Inclusive Assessment External Examiners Conference 2016 Jane Collings Teaching and Learning Support

2. Challenging myths and changing approaches to assessment Difficult territory Powerful myths about assessment Disciplinary defences Pockets of resistance Transformational learning that is equitable. 2

3. Why inclusive assessment? Through inclusive design wherever possible, and through individual reasonable adjustments wherever required, assessment tasks provide every student with an equal opportunity to demonstrate their achievement. (QAA (2013) UK Quality Code for Higher Education, Ch B6) Traditional assessment practices that were once dominated by the unseen examination and the standard essay…have proved unable to capture the range and nature of the diverse learning outcomes now sought from courses.” (Boud & Falchikov,2006)

4. Inclusive Assessment - why at Plymouth Student voice – assessment and feedback is an important theme for NUS & UPSU NSS & SPQ low scores for assessment & feedback An increase at Plymouth in disabled students 14.9% over 3,500 students (2015) The Disabled Student Allowance reduction A review of the PU assessment (2012) indicated inconsistent practices Student retention through learning from regular meaningful assessment tasks and prompt feedback.

5. Student voice: (NSS Plymouth 2015) ‘Feedback is often provided within a matter of hours after sending work off for formative marking, meaning students can improve and work on skills needed continuously’ ‘The coursework was outdated, and difficult because it lacked industry relevance’ ‘The coursework guidance was ambiguous’ We need formative assessment at the beginning so we can improve in summative assessments’ ‘The assessments were vague and unclear leaving me puzzled and confused- I have no idea what makes an A, B or C’.

6. Plymouth University SPACE Project. Waterfield and West (2006) Contingent approach offers provision of special arrangements or adjustments within existing systems Alternative approach offers different assessment methods as a bolt-on for a minority of disabled students. Inclusive approach is designed to ensure accessibility for all students and reduces the need for MAPs.

7. Assessment Policy:2014 Pre- assessment / feed-in activities & information, discussion, feed-in with clear assessment and marking criteria A range of authentic, MAP free/ simple assessment methods aligned to learning outcomes. Scheduling - throughout the year, normally only 2 summative assignments for 20 credit modules Access to electronic submission and originality checking software. Fairly marked, anonymously ( if appropriate) with moderation and second marking Feed-forward & feedback with marks (asap) but within 20 days

8. Feed-in, feed-forward, feedback model of assessment Feed-in Well designed assessment, briefing & preparation, DLE resources practice sessions, assessment & marking criteria Feed-forward Formative ‘feedback’, cues, discussion, mid-way reviews, tutor, peer & self review and feedback Feedback end of task/exam, written & legible, audio, YouTube, generic.marks/grades,DLE Learning Space

9. Embedding inclusive assessment

10. Improved design Assessments aligned to learning outcomes with explicit criteria & marking schemes  Use of a range and balance of assessment methods with low MAP implications  Detailed pre-assessment activities/ feed in/ practice/ examples of past work/presentations  Assessment that offers progression and practice  Weighting of exams & assessments ( 50:50%)  More inclusive exams –reduction of 3 hour exams e.g open book; seen, take home, typed (Mogey et al 2012)  Consider offering a choice of assessment methods (maximum of 2)

11. Improved scheduling  Assessments ( summative and formative ) evenly scheduled throughout the year -avoiding bottle necks for staff & students  Avoid over assessment – normally 2 summative assignments per 20 credits  Consider the length of tests and exams (max 2hours)  End the use of summer vacation re-sits

12. Learning outcomes Professional requirements Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Assessment methods Feedback methods Deadline Formative assessment Summative assessment Module level: mapping learning outcomes, professional requirements & assessment methods

13. Using a range of inclusive assessment methods.

14. Year: 1/2/3/4/5 MCQ exam IPSE / OSCE Case study/ lab report Essay Reflective journal We bsite/ wiki /podcast Open book exam Presentation /viva Information leaflet Inclusivity indicator/ risk factorsSkills development feed-in /preparation offers progression feed -forward / feed back Risk of modified assessment provision Scheduling bottle- necks work placed aligned Communication skills Professional skills Example          Module 1 Module 2 Module 3 Module 4 Module 5 Module 6 Programme mapping: assessment methods Rating - Red – Amber – Green

15. Improving student learning through feedback

16. Feed-in, feed-forward, feedback model of assessment Feed-in Well designed assessment, briefing & preparation, DLE resources practice sessions, assessment & marking criteria Feed-forward Formative ‘feedback’, cues, discussion, mid-way reviews, tutor, peer & self review and feedback Feedback end of task/exam, written & legible, audio, YouTube, generic.marks/grades, DLE Learning Space

17. Developments in feedback Formative feedback through peer review Student reflection & marking of work prior to submission Post tests & exams model answers Student led marking of exam papers Same day feedback workshops (Q&A & discussion) Instant generic feedback to group or on DLE Audio feedback ( mp3,You tube, podcast on DLE )

18. Examples of impact of intervention on NSS scores assessment and feedback (2013 -15 ) ASSESSMENT AND FEEDBACK Accounting & Finance Dental Surgery Marketing Business Management 5.The criteria used in marking have been clear in advance +20%+40%+25%+27% 6.Assessment arrangements and marking have been fair +20%+37%+23%+39% 7.Feedback on my work has been prompt +27%+25%+16%+35% 8.I have received detailed comments on my work +22%+15%+18%+38% 9.Feedback on my work has helped me clarify things I did not understand +23%+25% +47%

19. Resources to support assessment https://www.plymouth.ac.uk/your-university/teaching-and-learning/guidance-and- resources/assessment

20. References Blair, A., et al (2014) Can dialogue help to improve feedback on examinations? Studies in Higher Education 39(6): 1039-1054 Boud,D. & Falchikov,N. (2006) Aligning assessment with long term learning. Assessment & Evaluation in HE. vol31.no4.p399-413 Carless, D., et al., (2011) Developing Sustainable Feedback Practices, Studies in Higher Education 36(4): 395–407 Mogey.N.,Purcell.M., Pateson.J., Burke.J.; ( 2013) Handwriting or typing exams – can we give students the choice? Price, M., Rust, R., O'Donovan, B., Handley, K. and Bryant, R. (2012) 'Assessment literacy: The Foundation for Improving Student Learning',, OCSLD: Oxford, QAA: (2013) UK Quality Code for HE. Chapter B6. Assessment of students and recognition of prior learning Scoles, J., et al. (2012) No longer exempt from good practice: using exemplars to close the feedback gap for exams, Assessment & Evaluation in Higher Education 38(6): 631-645 Waterfield,J., & West,B.,(2006) Inclusive Assessment in Higher Education: A Resource for Change. Plymouth University