2. Changing Landscapes - Observations on The Teaching Excellence Framework (TEF), Assessment & Feedback Practices and Professionalism.

3. Thank you for inviting me (Julie) Sid Hayes Director of Education College of Social Sciences
Intended outcomes
Be aware of the forthcoming Teaching Excellence Framework (TEF)
Identify potential for more creativity in assessment and feedback practices.
Realise that assessment and feedback is not without a number of challenges ( though you probably know that already)
Appreciate that the BBS is currently a bit ahead of the game with your approach to on-line marking and feedback (Asher) and the University could learn from what you are doing.
Be aware of our own CLT accreditation scheme for teaching qualifications
I will have a better working knowledge of BBS at the end of today (this one is for me)

4. HE White Paper (May 2016)
Creating a competitive market
Choice for students (TEF)
Updating the regulatory architecture
“We will enhance teaching in our universities by implementing the Teaching Excellence Framework (TEF) using a phased approach”.
“Successful TEF performance will allow providers to maintain their fees and access to loans within the rate of inflation”.
Not trying to pitch anything to you or sell you the TEF. There is a diverse range of opinion about the value or otherwise of it

5. “Many rightly fear the consequences of higher education being metricised to within an inch of its life, …the measures themselves have individual and collective problems” (Gill, J. THE 29th June 2016 p.5
“But there is also widespread acceptance that the goal of the TEF- to recognise and reward institutions that really deliver for students- is the right one” (Gill, J. THE 29th June p.5

6. Are you refable / are you tefable?
Research
Teaching and Learning

7. TEF intended aims Highlight and incentivise excellent teaching
Provide students and employers with better information
Provide incentives so research and teaching are equally valued
Metrics to be used

8. TEF Metric
HEA 2015

9. TEF Metric
HEA 2015

10. HEA 2015

11. TEF metrics are averaged out over 3 years of data (Most recent)
Times Higher did a mock one a few weeks ago. (based on 1 year of data from )

12. METRICS : full-time and part-time (Year 2) Assessor Review metrics

13. NSS question
Question 22

14. Timescale TEF year 1 2016-17 Successful QA visit from previous years
TEF year (Individual institutions apply )
TEF year Possible new metrics added
TEF year Possible discipline level judgements
(Success as a Knowledge Economy: Teaching Excellence, Social Mobility and Student Choice pp )

15. Tef visual

16. The assessment framework - model
Aspect of quality
Areas of teaching and learning quality
Teaching Quality
Learning Environment
Student Outcomes and Learning Gain
Criteria
Statements that identify what assessors will be looking for
Teaching Quality criteria
Learning Environment criteria
Student Outcomes and Learning Gain criteria
Evidence
The evidence base that will be used to form a judgement against the criteria, made up of core metrics and additional evidence
In future years this may be expanded to include further metrics, e.g. teaching intensity or HMRC data.
Core metrics
National Student Survey (Q – teaching on course; Q 5-9 – assessment and feedback)
National Student Survey (Q – academic support)
Retention/continuation (HESA)
Employment/destination (DLHE)
Potential highly-skilled jobs metric
Additional evidence (provider submission) 
Statement of findings
Description of performance in each aspect
Teaching Quality statement of findings
Learning Environment statement of findings
Student Outcomes and Learning Gain statement of findings
Possible Commendations
Overall outcome
TEF rating
TEF Rating
Definitions of three aspects
Criteria :
4 TQ
3 LE
3 SOLG
Ratings: 3
Equal weighting across all three aspects

17. Assessment and Feedback a National Issue
Assessment and Feedback a National Issue. Great that you are having a day like today.
Last years NSS results show UoB 70% satisfied with this area
National average 73%
This is probably the area which needs most work.
Expectations are changing and becoming more challenging

18. Shift in expectations at the same time as TEF comes in.

19. HEA 2015

20. Methods--what is creativity in assessment and feedback interactive
Doing something different on a module (possibly)
Looking at a whole cohort of assessment tasks and feedback methodologies ensuring relevance and inclusivity (yes for me)
Creativity gains to be made in areas of feedback, for me, are greater than methods of assessment.
How, when, nature (formative and summative)
Of course this is open to discussion
List of different types of assessment
essay
exam open book exam
takeaway paper exam
exam case studies
exam simulations
in tray exercises
computer multiple choice
poster presentation
portfolios written or oral
visual essay
practical assessment
oral presentations
Individual
group activity
peer assessment
self-assessment
tutor and peer assessment
choice of assessment
choice of feedback
Video submission
others
In their own right these may be innovative and creative
but they will only be truly innovative and creative if the assessment encourages students to take a deep approach to their learning and foster intrinsic interest in their studies

21. Assessment is best received when students perceive future value
There are two things here with the assessment and feedback activity is it of value in future studies in which case there does need to be a strong element of feedforward associated with the feedback.
Probably should have a heading on the lines of ’ways to improve future work’
It may also motivate students if the assessment method may be of value in future careers
therefore creativity in assessment and feedback needs to take into account the cohort of students and what they are doing and where they are going

22. Refined- Assessment and feedback (NUS)
Diverse forms of assessment designed to assess a range of skills and knowledge
Programmes are planned so that the diverse forms of assessment will cover skills that are desired in the wider world
e.g. by employers. Students have some choice in the assessment methods they are offered
if you wish to be creative you don’t necessarily have to think for a new assessment methodology I think it will be creative to offer students some choice in the assessment method offered if of course this was doable

23. Refined- Assessment and feedback (NUS)
Diverse forms of assessment designed to assess a range of skills and knowledge
Programmes are planned so that the diverse forms of assessment will cover skills that are desired in the wider world
e.g. by employers. Students have some choice in the assessment methods they are offered
if you wish to be creative you don’t necessarily have to think for a new assessment methodology I think it will be creative to offer students some choice in the assessment method offered if of course this was doable

24. Refined- Assessment and feedback (NUS)
Marking consistency and distribution
Marking is broadly consistent across every student’s programme of study.
There is an expectation that all markers will use the full range of marks.
Guidance and clear grade/classification descriptors are available

25. Refined- Assessment and feedback (NUS)
Formative assessment and feedback
Formative assessment is a key aspect of learning and encourages students to reflect on their performance and develop their skills.
Peer learning is part of formative feedback

26. There is a danger that we can overthink and over do creativity
There is a danger that we can overthink and over do creativity. Many answers to the assessment and feedback issues already exist.

27. Teaching and learning is still central to everything and should come first
A good TEF outcome will naturally follow but we need to be careful about teaching to TEF.
Must continue to put students first, not TEF outcomes, TEF outcomes will be fine if we do put students first

28. We might need to be a little more flexible in this ever changing HE world- but it can be done.
I am guessing that you already are very creative and that you just need to be consistent in the implementation of your creative assessments.
This comes down to generic the principles of assessment practice.

29. University of Brighton PRD Scheme: what and why?
Gain recognition for your expertise in teaching and supporting learning
Mapped against the UK Professional Standards Framework
Accredited by the Higher Education Academy (HEA)
Gain Associate, Fellowship, or Senior Fellowship of the HEA
Engage in CPD

30. UoB’s overall CPD framework
Descriptor within UKPSF
Qualification route
Recognition route via the UoB Scheme
Level of Fellowship D1
L7 Teaching and Learning in HE module;
L6/7 Practice Teacher module;
L7 Health Professions as an Educator module
Account of professional practice and development plan.
statements from 2 referees
Associate Fellowship D2
PG Cert Learning & Teaching in HE;
Health-based
PGCert
Account of professional practice and development plan (3000 words)
Fellowship

31. D3 Senior Fellowship 7000 words Account of Professional Practice) statements from 2 referees

32. Have a great rest of the day I will try to get to as many sessions as I can.
What you are doing today, individually and collectively, will hopefully contribute to the TEFABLE position of the university through improved student learning and excellence in future teaching practices.