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“It is now widely accepted that assessment tends to shape much of the learning that students do, so if we want to change the way our students learn and the content of what they learn the most effective way is to change the way we assess them”. Source: Fry Ketteridge and Marshall, 2009 p.134. - PowerPoint PPT Presentation
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IntegratedAssessment
Andrew Turner
Learning &
Developme
nt
“It is now widely accepted that assessment tends to shape much of the learning that students do, so if we want to change the way our students learn and the content of what they learn the most effective way is to change the way we assess them”Source: Fry Ketteridge and Marshall, 2009 p.134
Outline of Session
Why: the issue of assessment?
What is integrated assessment?
How?
Overall Results 2011Main NSS QuestionsSource: ipsos-mori.com/nss/results
Results are for internal use only. Not to be distributed.
Results not published for cohorts with fewer than 10 respondents.
Assessment and feedback
5. The criteria used in marking have been clear in advance.
6. Assessment arrangements and marking have been fair.
7. Feedback on my work has been prompt.
8. I have received detailed comments on my work.
9. Feedback on my work has helped me clarify things I did not understand.
Coventry University Mean score 3.8 4 3.9 3.7 3.8 3.7Coventry University Mean score: previous year 3.6 3.8 3.8 3.4 3.6 3.5Coventry University % Agree 72 77 75 70 72 67Coventry University % Agree: previous year 65 73 73 55 64 57
Satisfaction with assessment
Common assessment issues
• Often a bottleneck for large cohorts – significant amount of staff time.
• Lowest scores in student surveys – feedback often an issue
• Crucial interface between student - teacher and institution
• Meeting turnaround times for staff• Large amounts of coursework remain uncollected• Plagiarism.• Time taken to assess
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Why we assess
• Pedagogy
• Measurement
• Standardisation
• Certification
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Source: Quality assurance agency (QAA)
More reasons why we assess…• To classify or grade students• To set standards• To allow students to get the measure of their
achievement;• to give a licence to proceed to the next stage or to
graduation• To help them to consolidate their learning;• To provide feedback so they can improve and remedy
deficiencies;• To motivate students to engage in their learning;• To provide students with opportunities to relate theory
and practice.7
Source: Phil Race
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The five minute University – A perspective!
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An overarching principle in assessment: Constructive Alignment
Module and course assessment strategies should be integrated
An integrative assessment approach brings the many and various strands of assessment together in a coherent way.
Applies at Course and Module Level....
Source: Scottish QAA
Balancing assessment
Feedforward Assessments
• Improves the balance between assessment for and assessment of learning
• Convert feedback into feedforward – feedback from one task feeds another.
Strategies: Link between assessmentsActive use of feedback (123 guides)
Cumulative Coursework
• Replace ‘single occasion’ coursework with assignments which evolve over a longer period.
• Strategies:– Log books, portfolios, lab reports which are
sampled.
Better understood expectations and standards• It is important that students understand
criteria – it is not sufficient to tell or write down – active engagement is required.
Strategies:Marking exercisesDialogueExemplars
Active engagement with feedback
Explicit Criteria
Completion and submission of work
Students Active engagement with criteria
Engaging students at each stage of the assessment process
Speedier Feedback
• The evidence is that speedier feedback optimises the quality of what is learnt.
Quick and dirty
Detailed and lengthy
Detailed comments
individual
summative
Brief succinct comments
Generic /group
Formative feedback
Criteria for assessment ‘working’
1. Enough student effort distributed reasonable across all important topics
2. The effort they put in a high intellectual level – focussed on understanding rather than memorising or ‘sufficing’
3. Students clear about ‘goals and standards’ and orientate their effort to them.
4. Feedback is effective: students read it, understand it and use it to improve what they do next.
5. Progression over time so that students become more sophisticated in the way that they tackle similar tasks.
Source: Graham Gibbs TESTA Project: http://www.testa.ac.uk/
Integrative assessment at a Course Level.• Consider course level outcomes• Take an outcomes based approach to
assessment.• Consider the assessment experience at a
course level• Map subject knowledge, skills and
competencies across the curriculum using level outcomes
• Consider integrative assessments
Integrated assessment examples
An example of an integrated assessment activity
A video example..... http://vimeo.com/7808839
Student impact• Where a six week activity led module was introduced
in Mechanical and Automotive Engineering area:– Student drop out rate decreased from 3% to 0.9%
in a term– Student progression rates for the year increased
by 8%– Examination results increased across all modules
by between 6 and 18%– 74% of students wanted to see more Activity led
learning (22% indicated less)– Formation of good staff – student relationships
And...IncreasedStudent
satisfaction
Example of a six week integrated activity led -learning activity
• 6 week project to design and build a lightweight cart and bridge to transport a 2 kg mass.
• Level 1 activity: 6 activities and associated resources formed the first 6 week experience for Mechanical and Automotive Engineering students
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Key features of the activity and assessment:
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• New task every Monday • Students timetabled for 18 hours of core task (30 hours
including other activities) • Lead academic gives key note lectures and leads
assessment• Supporting facilitator provides supervision and support• Students work in small groups of 2 or 3 • Students keep individual logbook • Assessment by poster presentation / brief report / video • Assessment, feedback and result all in final Friday
session
Skills and attributes developed
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Wilson-Medhurst, S. and Green, P. (2012) Researching the effectiveness of Activity Led learning as a pedagogy for engagement with professional development in engineering. Case study. Available [online]: http://www.hestem.ac.uk/sites/default/files/case_study_-_researching_the_effectiveness_of_activity_led_learning_0.pdf
Module 1: Ecommerce
• Phase test to test core knowledge
Module 2: Business
Methods & Decision-making
• Phase test to test core knowledge
Module 3: Supply Chain
• Phase test to test core knowledge
Integrative assessmentProject on the car Industry:
Individual written project + group video
Integrated assessment in a Business Course at Coventry
High Impact Activities
First-Year Seminars and Experiences Common Intellectual Experiences Learning Communities Writing-Intensive Courses Collaborative Assignments and Projects “Science as Science Is Done”;
Undergraduate Research Diversity/Global Learning Service Learning, Community-Based
Learning Internships Capstone Courses and Projects
George Kuh (2008)Link to site
Evaluation....
• On separate post-it notes write down:
– One thing you will do as a result of this session
– An area where you would like further development
– One thing that was useful 30