1. International Information Seminar Seminar, Minsk October 2016, Minsk State Linguistics University
MODULE BASED EDUCATION. ASSESSMENT OF LEARNING ACHIEVEMENTS – DAY 1
The Complexities of Module-Based Higher Education ( )
The Assessment of Learning Outcomes Achievements is Not Easy ( )
Stephen Adam
The Assessment of Learning Outcome Achievements is Very Challenging

2. COMPLEX UNIVERSITY REFORM CHALLENGES…
STPEHEN ADAM:
COMPLEX UNIVERSITY
REFORM CHALLENGES…
Current European Higher Education Reform Issues
UNIVERSITY
S U R V I V A L?
National Qualification Frameworks
(NQF)
EQF +
EHEA established. but objectives not achieved
Multiple functions of HE: research, citizenship/democratic values, personal development, employability, etc.
Curriculum reform/development
Markets
Borderless education (TNE)
Internationalisation
Credit Systems + confusions
ECTS v ECVET
Recognition issues
(Diploma Supplement + Lisbon Recognition Convention + RPL)
Quality Assurance
ESG : Internal + External + agency
Mission statement/diversity in university roles
Revenue sources – Finance and mergers!
New technology
CONTEXT:
Growth in demand
Constrained funding
Demographic change
Increased competition
Globalisation
Regulations, policies, governance
Rethink role + autonomy
Modernisation agenda
Restructure
Staff training
RANKINGS ?
Student- centered learning
Employability
Learning outcomes –delivery assessment

3. Enhancing the quality and relevance of learning and teaching is the main mission of the EHEA. We will encourage and support higher education institutions and staff in promoting pedagogical innovation in student-centred learning environments and in fully exploiting the potential benefits of digital technologies for learning and teaching.
These should be supported by transparent descriptions of learning outcomes and workload, flexible learning paths and appropriate teaching and assessment methods.
(EHEA, 2015 Yerevan Communiqué, p2]

4. Higher education institutions need to define their learning and teaching objectives in relation to their study programmes and how they should be delivered and assessed.
2015 ECTS Users’ Guide, P26

5. STANDARDS AND GUIDELINES FOR QUALITY ASSURANCE IN THE EUROPEAN HIGHER EDUCATION AREA (ESG) 2015 [see section 1.3, page 12]
Standard:
Institutions should ensure that the programmes are delivered in a way that encourages students to take an active role in creating the learning process, and that the assessment of students reflects this approach.
Guidelines:
Student-centred learning and teaching plays an important role in stimulating students’ motivation, self-reflection and engagement in the learning process. This means careful consideration of the design and delivery of study programmes and the assessment of outcomes.
Considering the importance of assessment for the students’ progression and their future careers, quality assurance processes for assessment take into account the following:
-- Assessors are familiar with existing testing and examination methods and receive support in developing their own skills in this field;
-- The criteria for and method of assessment as well as criteria for marking are published in
advance;
-- The assessment allows students to demonstrate the extent to which the intended learning
outcomes have been achieved. Students are given feedback, which, if necessary, is linked to
advice on the learning process;
-- Where possible, assessment is carried out by more than one examiner;
-- The regulations for assessment take into account mitigating circumstances;
-- Assessment is consistent, fairly applied to all students and carried out in accordance with the stated procedures;
-- A formal procedure for student appeals is in place.
Not easy!

6. MULTIPLE CHALLENGES EXIST
THE ASSESSMENT OF LEARNING ACHIEVEMENTS
Resource implications of complex and demanding assessment modes
All learning outcomes must be capable of (formative and summative)
assessment
Intimate connection between learning outcomes, delivery and assessment
Selecting the correct and appropriate assessment mode
Curriculum reform and assessment
Staff development and support mechanisms
Relationship between assessment and assessment criteria
The relationship between assessment and national / international HE level descriptors and standards
How, when and where should assessment take place?
Student involvement in assessment – creation and measurement?
MULTIPLE CHALLENGES EXIST

7. WHAT SKILLS, ABILITIES, COMPETENCIES AND OUTCOMES DO YOU WANT TO ASSESS?
SELECTING APPROPRIATE ASSESSMENT METHODS
THINKING CRITICALLY
Develop arguments, reflect, evaluate, judge, etc.
PROBLEM SOLVING
Identify problems,
plan, analyse data, etc
DEMONSTRATING TECHNIQUES
Compute, follow instructions and protocols, etc
SELF-MANAGEMENT + PERSONAL DEVELOPMENT
Cooperate, work independently, self-direct, manage, etc
ACCESSING AND MANAGING INFORMATION
Describe, report, relate, etc
DEMONSTRATING KNOWLEDGE AND UNDERSTANDING
Recall, describe, identify, etc
DESIGNING, CREATING, PERFORMING
Imagine, produce, innovate, perform, etc
COMMUNICATION
Argue, advocate, negotiate, present, etc
Amended from: Oxford Brookes University material:

8. Assessment criteria + need to decide weighting:
EXAMPLE: BA Politics dissertation 15 ECTS credit module generic assessment criteria
( + specific criteria and weighting to be developed for each dissertation)
Assessment criteria + need to decide weighting:

9. ASSESSMENT CRITERIA: POOR – EXCELLENT?
(source UCE Birmingham)
Limited evidence of finding and conclusions supported by the literature and theory
Evidence of findings and conclusions grounded in theory or literature
Good development shown in arguments based on theory or literature and beginnings of synthesis
Analytical and clear conclusions
Showing development of new concepts well grounded in theory and literature

10. FINAL THOUGHT…
Academic reform is a very slow and difficult process! Creating good learning outcomes and assessment is not easy.
Useful references: Writing and using good learning outcomes , David Baume; Writing and using learning outcomes, Declan Kennedy, etc.