1. External Examiners Conference -2018
Inclusive Assessment
External Examiners Conference -2018
Jane Collings
Educational Developer
Teaching and Learning Support Plymouth University

2. Challenging myths and changing approaches to assessment
Difficult territory
Powerful myths about assessment
Disciplinary defences and pockets of resistance
Provide an authentic approach to assessment
Assessment for learning
Engage students in assessment
Assessment as an equitable learning experience

3. Why inclusive assessment for learning?
“We face a system of assessment that has been subject to slow incremental change, to compromise and to inertia Assessment is not sufficiently equipping students to learn and we are failing to prepare them for the rest of their lives. ” Boud & Falchikov (2007)
“Through inclusive design wherever possible, and through individual reasonable adjustments where required, assessment tasks provide every student with an equal opportunity to demonstrate their achievement.” (QAA (2013) Quality Code for Higher Education Ch B6)

4. Inclusive Assessment -why at Plymouth?
In 2012 a review of the PU assessment indicated inconsistent practices
Student voice – assessment and feedback is an important theme
Traditionally NSS & SPQ low scores for assessment & feedback
Student retention through learning from regular meaningful assessment tasks and prompt feedback.
Large numbers of disabled students at Plymouth (16.7%
in 2017/18).
The Disabled Student Allowance reductions in student support in 2015 & 2016
The costs of modified assessment provision
Non traditional entrants- mature students- 3rd year direct entry – international students
Student voice – NUS charter NUS benchmarking tool ( copies on tables )
NSS & SPQ nationally low – at Plymouth we go from excellent to awful
A review of assessment show inconsistency around issues such as academic offences, extenuating circumstances, assessment equivalence, staff having to set 5 different assessments for a one 3 hour exam
Disabled numbers increasing 2012 –12.6 % %
We spend as much on invigilation of MAPs as all other students
Increase in appeals over assessment - poor questions etc

5. Student voice: assessment and feedback
‘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‘The coursework was outdated, and difficult because it lacked industry relevance’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 assessments were vague and unclear leaving me puzzled and confused- I have no idea what makes an A, B or C’.
We need formative assessment at the beginning so we can improve in summative assessments’
‘The coursework guidance was ambiguous’
At Plymouth we have 15% of students with a disability
MAPs were costing as much as invigilators for the other 85% of students
(NSS Plymouth 2016)

6. An inclusive approach is not new at Plymouth…. SPACE Project
An inclusive approach is not new at Plymouth…. 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.
Its not new at Plymouth - we are good at supporting students now its time to improve assessment
Projects have informed assessment – 2012 – assessment – exam feedback – resources

7. Assessment Policy: 2014-20 (updated 2016)
A range of work related simple assessment methods aligned to learning outcomes.
Scheduling - throughout the year, normally only 2 summative assignments per 20 credit module.
Pre- assessment / feed-in activities information, discussion, practice, with easily accessible assessment and marking criteria.
Access to electronic submission and originality checking software.
Fairly marked, anonymously ( where appropriate) with moderation and second marking
Receive constructive feedback after all assessments including examinations.
After consultation with over 200 staff and students and outings at many different forums then updated in 2016 after project on examination feedback

8. Planning assessment - using feed-in, feed-forward, feedback
Well designed assessment, briefing & preparation , DLE assessment resources practice papers & sessions, assessment & marking criteria
Feedback
end of task & exams, written, verbal, mp3, YouTube, constructive legible feedback use of DLE marks/grades
Student
Learning
Feed in
Clear assessment criteria and marking scheme
Detailed pre-assessment activities/ feed in/ practice/ tutorials (timetabled)
Exam preparation for students
Examples of annotated past work / presentations/ exam papers on the digital learning platform
More inclusive exams (e.g. open book; seen; take-home; typed papers)
Feed-forward
More formative assessments - marked by staff or students
Peer review and feedback as a method of formative assessment
More tutorials/review of students work in progress & mid way review
Feedback on practice exams/laboratory work presentations/clinical skills
Students constantly self–assessing their work
Feedback
Students conduct self-assessment to include a mark and reflection prior to submission
Same day post exam workshops – generic feedback
Instant mark and correct answers after online tests
Marks are released on assignments after students have commented on the feedback
Feed-forward
Formative ‘feedback’, cues, discussion, mid-way reviews, tutor, peer & self-review and feedback

9. Improved assessment design
Aligned to learning outcomes & assessment criteria
Use a range of assessment methods-that require few modifications for disabled students
Work related and authentic assessments which can improve student engagement
Well written and clearly structured questions
Offer opportunities to practice & progression
Clear briefing, information, assessment and marking criteria
Timetabled pre-assessment & feedback literacy activities
A choice of assessment methods (maximum of 2)
A maximum 50% weighting for each method
Avoid over –assessment
Assessments that are aligned to learning outcomes
Explicit assessment and marking criteria
Avoids over assessment – 2 summative assignments
Use inclusive assessment methods
Conduct inclusive examinations
Authentic – work facing assessment
Well structured assessment questions
Assessments that offer progression
Scheduled evenly throughout the year
Weighting
Use assessment choice
Feed-in/feed-forward/ feedback -
Comprehensive pre-assessment activities

10. What assessment methods can we use to enhance inclusivity and authenticity ?
Story board
Blogs
Exhibition
E-journal
Leaflet
Poster
Video
Podcast
Field work
Portfolio
Wiki
Debate/conferences
Defence
Viva
Research bid
Case Study analysis
Simulation (OSCEs)
Performance
Reflective journal
Annotated bibliography
Quizzes
Essay
Lab reports
Presentation
Exams
Seen
Open book
Case based
MCQs
Online
Meaningful work related – authentic assessment – ensures student engagement and learning as well as achievement

11. Using a range of assessment methods.

12. Module level: mapping learning outcomes, professional requirements & assessment methods
Formative assessment
Summative assessment
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

13. Programme mapping: assessment methods
Year:
1/2/3/4/5
MCQ exam
IPSE / OSCE
Case study/ lab report
Essay
Reflective journal
Website/ wiki /podcast
Open book exam
Presentation /viva
Information leaflet
Inclusivity indicator/ risk factors
Skills 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
Exercise
Use this RAG rated gap analysis to review assessment for each year of a programme
Offers risk factors and which modules assess skills development

14. Improving assessment scheduling
Assessments scheduled throughout the year - avoiding bottle necks
Shorten length of assessments ( max 2 hours )
Avoid over assessment – normally 2 summative assignments
End the use of UK based re-sit exams in August.
This debate is about bottle necks for staff and students – programme level planning of assessment
Giving students plenty of warning where there may be a 24 hour assessment / a presentation etc where they may have to sort their employment or family commitments

15. Developing feedback to Improve student learning & achievement
Increase focus on feedback – assessment NSS improved since 2012 feedback more difficult to shift

16. Engaging students in feedback
Students effectively engaging with feedback
Assessment literacy
Integration of feedback into the curriculum
Methods of providing feedforward & feedback
Students will only engage with feedback unless they have to
Try giving students the feedback and not the mark
Then they can reflect on the feedback – once they have written about their learning on the feedback then the marks can be given

17. Feed in / forward/feedback activities
Detailed pre-assessment activities/ feed in/ practice/ tutorials (timetabled)
Examples of annotated past work / presentations/ exam papers on the DLE
Introduce students to feedback/comment on past feedback/ get students to write feedback

18. Feedback - examples from Plymouth
Computing and Maths – an academic and student mark the work together
Law - generic feedforward individual exam feedback tutorials with scripts
Dental School – same day feedback on practical and written exams
Tourism and Hospitality – immediate feedback after on line exams with model answers – self review and marking of coursework prior to submission
Navigation and Maritime Science – generic feedback on the DLE within days
Sociology - generic group feedback, exam script review, invitation for 1 to 1 feedback
Engineering – one academic asks students to mark their own papers at the following session – sometimes they have already marked them sometimes not ………!

19. Impact: 2017 NSS scores % 74.4 76.6 73 79.4 ASSESSMENT AND FEEDBACK
University of Plymouth
Sociology
Dietetics
Illustration
Marine biology & coastal ecology
Maths
8.The criteria used in marking has been made clear in advance
74.4
100 96
87.2
88.5
90.9
9. Marking and assessment has been fair
76.6 84
96.2
10.Feedback on my work has been timely 73 90
72.3
84.6
11.I have received helpful comments on my work
79.4 88
89.4
92.3
89.7

20. Resources to support assessment

21. Web resources & references
Boud,D.,& Falchikov,N.(2007) Rethinking Assessment in Higher Education – Learning for the longer term. London. Routledge.
QAA: (2013) UK Quality Code for HE. Chapter B6. Assessment of students and recognition of prior learning
Waterfield, J., & West, B.(2006) Inclusive Assessment in Higher Education: A Resource for Change. Plymouth University