1. Preparing International students for the diversity of UK assessments: The use of subject-specific, non- credit bearing bridging modules within a UK-China articulation agreement Katie Szkornik, Alix Cage, Ian Oliver, Zoe Robinson, Ian Stimpson, Keziah Stott, Sami Ullah, and Richard Waller Geography, Geology and the Environment Keele University

2. Background and Context Internationalisation of UK Higher Education UK-China: articulation agreements have become increasingly popular Students study at an overseas partner institution (1-3 years) before progressing to the UK to complete their studies Keele model – 3+1 in Environment and Sustainability

3. A cultural dichotomy? China Teacher is ‘king’ and fountain of all knowledge Surface, rote, teacher- centred learning (Biggs, 1999) Little in terms of group work, interactive activities Students are assessed almost entirely by exam UK Emphasis on student- centred, deep learning Interactive lectures Students take (more) responsibility for their own learning Wide diversity in assessment (group work, presentations, independent research)

4. Programme Structure

5. Inclusivity in Assessment? Key questions? How do we ensure Chinese students are not disadvantaged in UK assessments? How do we make assessments accessible? How do we maintain academic standards (QA)? Development of subject-specific bridging modules, formally approved by QA and meet with UK QAA and benchmarking guidance – example of ‘best practice’

6. Ensure that the students become familiar with the broad range of UK teaching and assessment methods Subject-specific nature helps to address any gaps in subject content Modules delivered in China but taught and assessed in English - provide additional exposure to ‘academic’ English Development of Bridging Modules…..

7. Diversity in both teaching methods and assessments Supported by study skills workshops (e.g., presentations skills, working in groups, research training) ‘Ramping up’ of assessments Marking and assessing to UK HE standards BUT - Some flexibility in early modules (non- credit bearing Evaluation and modification of assessments (exams) Key components of the bridging modules Gives students some initial confidence but doesn’t replicate assessment in UK final year modules More challenging for the students but better reflects the nature of assessment they will encounter in the UK

8. The paradox of choice In exams it takes more time for the students to read and understand the questions. Reduction in number of questions has improved exam performance in the bridging modules….

9. In our first cohort of students: 25 students started the course 14 came to Keele in summer 2013 All 25 students who completed the 3 years at in China passed sufficient bridging modules (5 out of 6) to study at Keele. 4 students decided not to apply to Keele 2 students did not achieve sufficient IELTS scores 5 students withdrew from the course English Language Skills: 6 students attended a 12-week pre-sessional English course 6 students attended a 6-week pre-sessional English course 2 students required no pre-sessional English Performance in bridging modules and progression to Keele

10. Module Level Results NXU students consistently underperform Keele students in all modules and in all assessments BUT….. improving attainment with progression

11. Students struggled most in exams (time pressures, language skills) and in assessments which required arguments (language issues?) Students performed best in more structured assessments (technical reports, dissertations) and assessments involving data analyses and scientific reporting (c.f with ‘home’ students) Performance in Different Assessments

12. Overall Degree Classifications - 2013 cohort Home Students 80% students obtained 2:1 or above 3 students obtained 1 st 20% of students obtained 2:2 (or below) Chinese Students 0% students obtained 2:1 or above No students obtained 1 st 100% of students obtained a 2:2 or below

13. Bridging modules appear to be preparing students well for the diversity of assessment in UK HE Changes to exams within bridging modules have begun to improve exam performance BUT: Key role of ‘English for Academic’ purposes alongside subject-specific modules and support of English Language Unit High levels of staff support (pastoral and academic) Conclusions: Success of the Bridging Modules?