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Re-Engineering Assessment Practices in Scottish Higher Education

Re-Engineering Assessment Practices in Scottish Higher Education. Catherine Owen REAP Project Manager Jenny Booth REAP Teaching and Learning Technology Advisor Centre for Academic Practice and Learning Enhancement www.reap.ac.uk. Project philosophy.

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Re-Engineering Assessment Practices in Scottish Higher Education

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  1. Re-Engineering Assessment Practices in Scottish Higher Education Catherine Owen REAP Project Manager Jenny Booth REAP Teaching and Learning Technology Advisor Centre for Academic Practice and Learning Enhancement www.reap.ac.uk www.reap.ac.uk

  2. Project philosophy • definitions of assessment: summative, formative and developmental • players in assessment process: students, tutors, peers, computers • assessment and feedback are key drivers of student learning • ‘assessment’ encompasses a broad range of activities and approaches • a varied portfolio of technologies can support assessment and feedback www.reap.ac.uk

  3. Community drivers • Quality Enhancement Framework: enhancement themes initiative • first theme: assessment • key findings: • assessment ‘overload’ • formative/summative balance • provision of effective feedback • aligning teaching, learning and assessment • innovative assessment techniques www.reap.ac.uk

  4. The project • ‘re-engineering’ assessment design and delivery in core modules across three institutions: • Strathclyde University • Glasgow Caledonian University/Caledonian Business School • University of Glasgow • focus on first year classes www.reap.ac.uk

  5. Assessment in first year • contextual drivers for change: • large class sizes (up to 600 students) • under-resourced modules • limited feedback opportunities • poor student engagement with subject • lack of subject/class identification • dysfunctional learning behaviours • disappointing exam pass rates/marks • retention rates www.reap.ac.uk

  6. Project objectives • encourage and support best practice development in assessment/feedback delivery in 12 modules/classes • introduce portfolio of mutually-supporting e-learning tools and technologies • pilot, test and refine course re-design • identify and overcome barriers • disseminate learning benefits and efficiency gains to encourage others www.reap.ac.uk

  7. Example pilot: Strathclyde UniversityDepartment of Psychology • 580 first year students, of which circa 130 will continue the subject into second year • drivers for change: • improving learning experience • improving standard of second year entrants • improving overall exam marks www.reap.ac.uk

  8. Example pilot: Strathclyde UniversityDepartment of Psychology first stage of re-engineering: • A series of scaffolded learning tasks undertaken via group discussion forums • harnessing available and sustainable technology • introducing ‘scaffolded’ formative assessment opportunities • developing ‘learning community’ • Simple but effective! www.reap.ac.uk

  9. www.reap.ac.uk

  10. Further information: REAP Project Team info@reap.ac.uk www.reap.ac.uk www.reap.ac.uk

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