1. Inclusive Assessment in Practice The Challenge of Assessing Reflection: The Open University Access Programme John Butcher, Stefanie Sinclair, Anactoria Clarke Centre for Inclusion and Collaborative Partnerships Working for social justice in higher education www.open.ac.uk/accessobservatory Centre for Inclusion and Collaborative Partnerships Working for social justice in higher education www.open.ac.uk/cicp Contact Dr John Butcher John.butcher@open.ac.uk

2.  Critical evaluation of assessment of reflection in Arts and languages Access module (Y031)  Y031 is one of three new L0 Access modules. Includes a range of assessed/non-assessed reflective tasks.  30 credits, 30 weeks, designed for WP students new to HE with limited prior qualifications, offering additional preparation to build confidence to succeed in L1 UG qualifications. Context

3.  How does the assessment of reflective tasks affect students’ perception of and engagement with reflective tasks?  How do tutors view the transition to a more formal assessment of reflective tasks? Issues

4.  30 years since key texts theorising reflection  (Boud, Kolb, Schon). Recently, persistent advocates but strong critiques around contested areas of learner engagement, deep reflection and assessment of reflection.  Reflection in HE: Cowan 2013, Dyment & O’Connell 2011, Moon 2001, 2006, Race 2010.  Inclusive assessment in HE: Butcher et al 2010, Gravestock 2006, Hockings 2010, McDowell 2008.  Formative feedback in HE: Evans 2013, Nicol 2007, 2009, & McFarlane-Dick 2006, Shute 2008. Literature

5.  Online survey to Y031 13J students  Telephone interviews with sample of Y031 tutors  Analysis of tutor feedback and PT3 assessment summary on sample of marked TMAs How?

6.  Some students spent time on, and thought carefully about reflective tasks if assessed, perceiving them as important skills in dealing with future studies.  Some tutors felt assessing reflection made students take it more seriously, enhancing active, independent study skills and progression as distance learners.  If tutors targeted feedback on reflection as a positive aspect of learning (not a ‘problem to be solved’), trusting dialogic learning resulted.  Younger students more confident in reflecting.  Students found most helpful activities where they could reflect on how they used their tutor’s feedback. Findings: what worked?

7.  Reflection challenges Access students - some perceive reflection as waste of time (describing rather than analysing), prioritising content, so tutors need to support reflection pro-actively.  Students with negative prior educational experience need to trust their tutor to reflect honestly: quality/quantity of feedback is crucial.  Tutors need to be more confident about assessing reflection (assigning a % grade) Findings: what needs improving?

8.  Access learners can be vulnerable, lack study resilience and be at risk of early withdrawal.  Tutor feedback is crucial to student success  Prior educational experience of Access students may not have been positive, they may not value the skills and experiences they bring to their first taste of HE.  Tutor trust/support are critical to student persistence  Tutors may be committed to the benefit of reflection, but lack confidence in grading/feeding back on reflection. Assessment is an issue.  Tutors need to be competent in assessing reflection Reflection on findings

9.  Be explicit why students are asked to reflect: include a definition, amplify purpose, scaffold ‘prompts’, prioritise monitoring.  Reflective activities need to be embedded into an iterative learning process, and an integrated curriculum and assessment design, combining assessed and non-assessed reflective tasks  To prompt greater dialogue with the tutor, assess reflective tasks: interaction is cumulative.  Tutors need further staff development to build confidence and skills in the assessment of reflection (exemplars of % grading & feedback). Recommendations

10.  How can the assessment of reflective tasks support Widening Participation?  In what way can the assessment of reflective tasks be regarded as inclusive assessment? Inclusive assessment

11. Dr John Butcher Deputy Director, CICP John.Butcher@open.ac.uk Dr Stefanie Sinclair Chair of Y031, Lecturer in Religious Studies Stefanie.Sinclair@open.ac.uk Dr Anactoria Clarke Regional Manager Y031 Anactoria.Clarke@open.ac.uk Any questions? Centre for Inclusion and Collaborative Partnerships Working for social justice in higher education www.open.ac.uk/accessobservatory www.open.ac.uk/accessobservatory