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Bucks Student-Staff Assessment Workshop. Aim: To achieve greater clarity and consistency in our assessment process Date: Thursday 26 February 2009 Presenter: Ken Marsden Head of Learning and Teaching Bucks New University. Assessing Students .

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Bucks student staff assessment workshop l.jpg

Bucks Student-Staff Assessment Workshop

Aim: To achieve greater clarity and consistency

in our assessment process

Date: Thursday 26 February 2009

Presenter: Ken Marsden

Head of Learning and Teaching

Bucks New University


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Assessing Students

“It’s the most important thing we ever do ……..

we should be careful to get it right”

Professor Phil Race (Leeds Metropolitan University), THE, 29/01/09 p.25

So how can we “get it right”?


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2008 National Students Survey

  • Assessment and Feedback Section

    • Overall Satisfaction Level

      • Bucks 61% (response rate 52%)

      • Sector 70% (response rate 55%)


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NSS -Bucks New University

  • Feedback on my work has been prompt

    • 2007: Agree 53%

    • 2008: Agree 59%

  • Feedback on my work has helped me to clarify things I didn’t understand

    • 2007: Agree 57%

    • 2008: Agree 67%


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Learning, Teaching and Assessment Strategy 2008-12

One of 3 Objectives

  • Feedback and Assessment - To further develop assessment practices in order to improve formative assessment and forms of feedback which support learning to learn


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MESA Project(Managing Effective Student Assessment)

  • More advice and support

  • Spread out the assessment load

  • Reduce workload

  • Relevant real life topics

  • Clear criteria

  • Feedback to help learning

  • More choice of assessment topics

  • More variety of assessment methods


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Assessment: The Right Combination?

  • Variety

    • Is there a sufficient variety of appropriate assessments?

      (e.g. essay, report, portfolio, exam, electronic/lab test, reflective log, research file, TCA’s, OSCE’s, etc.)

  • Quantity

    • How many is too many?

  • Timing

    • Are the assessments at the appropriate points in the module(s)?


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Non-Standard Assignments

  • Posters, diaries, 3D models, films, songs, an altar to Google Doodles, photographic series of shoes……

    (Media Studies, University of Brighton)

  • Any others …………..?

  • “If students respond enthusiastically to innovative assessments, their tutors have a duty to keep an open mind”

    Ann Mroz (THE) 29/01/09 p.25


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Student-Centred Approaches to Assessment

Some Practical Examples -

  • Incorporate self assessment and peer assessment into module content

  • Build students’ reflections and action planning into assessment form design and tutorial progress records

  • 2-way assessments, where students and tutors assess the quality of each other’s written feedback

  • Self-assessment exercise (see next slide)


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Self-Assessment Exercise

  • Student groups given sample of benchmarked work

    (e.g. 1:1, 2:1, 2:2, etc.)

  • Students decide individually which work fits into which category

  • Students identify differences and express these as criteria

  • Students give feedback on each piece of work in their groups

  • Students then provide guidelines for undertaking effective work


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Marking

  • All assignment submissions to be electronic and students able to access marks on-line? (SEC)

  • All summative assessments to be marked anonymously?

  • Enter into a reciprocal arrangement with a partner University and mark each other’s student work?

  • Reduce assessments (and marking) by 20%?

    (University of Gloucestershire)

  • Award no marks at all?

    (Alverno College, Milwaukee, USA)


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Student Views (HEA)

http://www.heacademy.ac.uk/resources/videoandaudio/assessment_studentviews


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NUS Feedback Amnesty

10 Principles of Good Feedback Practice

  • Should include:-

    • self assessment and peer-to-peer feedback

  • Should be:-

    • timely, constructive, continuous, legible and clear, relate to clear criteria, provided on exams, flexible and suited to students’ needs


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Assessment Feedback Form

Learning Outcomes Module Information

Student Reflections Student Declaration and Signature

Written Feedback Criteria

Marks Terminology

Layout and Composition Weighting

Any Other Information…………………..?


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Returning Feedback

  • Work is returned to students in class with feedback, copy of marking criteria but no grade

  • Students attend a tutorial the following week to receive their grade

  • It works because:-

    • work can be returned more swiftly

    • students pay much more attention to the comments

    • students arrive for the tutorial with things to say rather than just responding emotionally to the grade on a piece of work they’ve forgotten


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Feed-Forward Approach

  • Students read feedback and act on it

  • Students gain a % (e.g. 10%, 20%) of the following assignment

  • Further encourages the process of reflection


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Should Students be Surprised with their Marks?

If yes, then why?

  • Lack of communication between tutor and student

  • Poor attendance by the student

  • Lack of quality formative assessment / feedback during the module

  • Students’ perceived level of their understanding is inaccurate/misguided

    If not, then maybe LEARNING has been achieved……?


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