1. Can Embedding Assessment Literacy Exercises within the Curriculum Raise Levels of Student Achievement and Satisfaction with Assessment and Feedback?
Learning and Teaching Award Project
Dr Abigail Hunt, Dr Caroline Rook & Sarah-Kim Boyd

2. Background The ‘other’ student has become the ‘normal’ student.
Post 1992 universities experienced an increase of student numbers following the active pursuit of the New Labour Government’s target of 50% of all year olds in the UK participating in Higher Education (HE).
Post 1992 universities have embraced inclusive education which has transformed their student profiles. They are more likely to have significant numbers of students who:
Have a disability (declared or undeclared).
Have English as a second, and increasingly, third language.
Come from a very different education system.
Are the first member of their family to go to university
Come from a range of SES.
Have entered university on lower tariff points.
Have entered university with a range of qualifications and experience.
The ‘other’ student has become the ‘normal’ student.
We should not make the assumption that students are assessment literate when they start university!

3. What is Assessment Literacy?
The assessment literate student will have:
The ability to recognise the direct relationship between learning and assessment.
A working knowledge of the assessment and feedback/feed forward processes at Anglia Ruskin University.
An overview of the role of different types of assessment and feedback/feed forward at Anglia Ruskin University.
The ability to discern between different types of assessment, their conceptual frameworks, and their technical requirements at different levels of study.
The motivation to engage with self, peer, and teacher-led formative and summative assessment and feedback/feed forward.
Reflective and planning skills needed to utilise for feedback/feed forward development.
(based on Price et al 2012)
Assessment literacy has two spheres:
Teacher
Student
Assessment literacy for students has two aspects:
1. Process (institution)
2. Content and expectations (staff)

4. Aim of the Project
To find out if embedding student assessment literacy within the learning process can improve student achievement and satisfaction with assessment and feedback.

5. Mixed-Methods Approach
Data
Aims
Student feedback on in-class AL exercises (from two modules: level 4 and level 6)
Examples of good practice
for increasing AL
Factors impacting on success of AL exercises
Single case study on issues of student and staff engagement regarding A&F practice
Illustration of barriers and success factors for increasing student AL
Correlation & t-test results regarding class attendance, assessment briefing sessions and final marks (for one module per level)
Checking levels of engagement
Checking success of AL exercises
Checking impact of AL on student achievement

6. In-class Exercises for Level 4-6
Level 4: Deconstructing Assessment Briefs
Complements pre-existing knowledge of expectations of assignments and assignment AL.
Level 5 & 6: Applying marking criteria
Increases understanding of assessment criteria and assignment
Encourages self-reflection of own work

7. Factors Impacting on Success of Exercises
Class attendance
c. 50% observed in our
in-class exercises.
C. 50% attendance observed in sessions providing individual advice for assessment
Self-directed learning
Only 20% of the level 4 class completed prep.
Access to feedback
C 20% of Level 4 and 5 students do not engage with feedback on Grademark.
Class Engagement
Willingness to participate
Staff engagement
Differences in approaches to A&F guidelines

8. Engagement fundamental to AL & student achievement
Link between class attendance and final mark:
Level 5: r = .38
Average mark when preparation session attended: 61%
Average mark when preparation session not attended: 42%
Level 6: r =.25
Average mark when preparation session attended: 61%
Average mark when preparation session not attended: 64%
Average when individual session attended: 63%
Average when individual session was not attended: 59%

9. Project Summary

10. Want to Know More? Contact us for: Research reference list
Draft article

11. Group Activity 1: Recommendations
In small groups discuss the following points and develop a set of recommendations:
Do you try to build your students assessment literacy?
Do you focus on process/content/expectations?
What sort of exercises do you use?
How do you engage students with the different aspects assessment literacy?
Do you have evidence of improved performance and higher satisfaction?
10 minutes for discussion and then 10 minutes for feedback.