Making Sense of Assessments in HE Modules (Demystifying Module Specification)

2. Making Sense of Assessments in HE Modules (Demystifying Module Specification) Jan Anderson University Teaching Fellow L&T Coordinator SSSL j.anderson@tees.ac.uk

3. Overview • This workshop is aimed at academic staff teaching Higher Education in Further Educational Institutions. • It will consider the types of assessment commonly used in Higher Education and methods of preparing students for different assessment types. • The link between learning outcomes and assessment (including constructive feedback) will be considered along with an exploration of module design via the UTreg • Running order of session • Overview of assessment • UTREG – with examples • Interpreting the UTREG • Types of assessments • Discussion around preparing students for types of assessment • Discussion around giving feedback for different assessments

4. Question • How do we decide how to assess a unit of learning?

5. Question • How do we decide how to assess a unit of learning? • learning outcomes • skills • level of study • Programme requirements (assessment mapping) • Number of credits • Tariffs to ensure consistency

6. UTREG (online) Module specifications • Overview of the module • Contains all information relevant to the module • Learning outcomes • Assessment type • Assessment weighting • Must be adhered to e.g. learning outcomes, word count, type of assessment • Example 1 – working example to follow • Example 2

7. Example one: learning outcomes and links to assessment • On successful completion of this module students will be able to: • Knowledge & Understanding • 1. Demonstrate a detailed knowledge of theory and research in positive psychology. (ICA, ECA) • 2. Critically evaluate key theories and research studies carried out in the field of positive psychology (ICA) • 3. Analyse and evaluate the impact of ethical issues on behavioural observation and intervention (ECA) • Cognitive & Intellectual Skills • 4. Employ a range of logical and supported arguments in discussing theory and research in the field of positive psychology (ICA) • 5. Analyse and interpret evidence from a variety of sources attempting to explain issues around behavioural change (ECA) • Practical & Professional Skills • 6. Act with increasing independence in skills involved in carrying out a review of relevant literature (ICA) • 7. Act with increasing autonomy in relation to conducting research including operating ethically utilising the BPS code of conduct (ECA) • Key Transferable Skills • 8. Demonstrate the ability to reflect on and interpret research findings and communicate using appropriate academic language (ECA)

8. Assessment strategy • ICA - Students will produce a 1,500 word essay. Guidance on structure, content and assignment-specific assessment criteria will be provided. The essay will be submitted during the last week of Term 1 (Summative ICA, contributing 40% to the overall module mark) This assessment relates to learning outcomes: 1, 2, 4 and 6. • ECA - Students will produce a 2,500 word account, in report format, of an observed positive behavioural change (60%). This assessment relates to learning outcomes: 1, 3, 5, 7, and 8.

9. Example 1: Assessment criteria • In addition to the standard university level 5 marking criteria work will be assessed according to the students ability to: • ICA - demonstrate their ability to critically evaluate literature, to structure an academic logical argument based on appropriate evidence and to present a coherent well organised and structured essay. References should follow the correct APA format. • ECA Analysis is well thought out, claims are supported by relevant data. Well organised & structured with references following the correct APA format and appendices included. Displays appropriate use of academic language.

10. Examples of assessment type • Exams – open book, seen, take home, closed, osce’s, practical's, viva’s • Written – essays, research reports, case studies, professional assessments, portfolios, reflective narratives • Presentations – group, individual, poster, debates, conference presentation, • Specific – work based competencies, labs, prototypes, art work, programme designs, performances, products – it goes on! • Basically think of something and we can develop an assessment to assess it!

11. Preparing students for different assessment types • Transparency of information about the assessment type • Formative assessment to link into summative • Taught elements to focus on knowledge of the subject rather than ‘how to pass the assessment’ • Examples …..

12. Exams • Open book – support the development of materials • Closed book – support the development of knowledge – e.g. mind maps, summary of information cards • Run mock exam in taught session (under the given conditions) • Feedback – generic – e.g. cohort feedback delivered via blackboard

13. Presentations • Formative ‘one min’ stand up and tell me (no prep) or small group work feeding back to large group to get used to speaking in front of the class • Feedback on abilities e.g. eye contact, engagement with audience, amount of reading from notes • Development of slides – technical support? Examples - your practice? • Feedback on presentations, related to learning outcomes, what worked, what didn’t, what could be improved and enhanced

14. Feedback should be… • Focused on meeting learning outcomes • Structured around criteria (generic and specific) • Feeding-forward – always developmental (including what was done well and how this could be done better) • Regular and varied – written and verbal, formal and informal