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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

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
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”?

2008 national students survey
2008 National Students Survey
  • Assessment and Feedback Section
    • Overall Satisfaction Level
      • Bucks 61% (response rate 52%)
      • Sector 70% (response rate 55%)
nss bucks new university
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%
learning teaching and assessment strategy 2008 12
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
mesa project managing effective student assessment
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
assessment the right combination
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)?
non standard assignments
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

student centred approaches to assessment
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)
self assessment exercise
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
  • 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)

student views hea
Student Views (HEA)


nus feedback amnesty
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
assessment feedback form
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…………………..?

returning feedback
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
feed forward approach
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
should students be surprised with their marks
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……?