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External Examiners Conference -2018

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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


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