a marked improvement - cardiff university · 2017-02-17 · transforming assessment 1.1...
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A Marked Improvement Transforming assessment in higher education
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Contents
Section Synopsis Authors Acknowledgements
1 Section 1: The rationale and groundwork for transforming assessment 1.1Introduction 1.2Acaseforchange 1.2.1Improvedpotentialforstudentlearning 1.2.2Increasedstudentsatisfaction 1.2.3Improvedvalueformoney:maximisingresourcesforlearning 1.2.4Assessmentthatisbetterabletoassesstheoutcomesofa21st-centuryeducation 1.2.5Adependableandfairerrepresentationofstudentachievement 1.3Preparingtochangeassessment 1.3.1Leadership 1.3.2Students 1.3.3Resourcesworkloadmanagement 1.3.4Staffdevelopment 1.3.5Regulationsandguidance 1.3.6Usingtechnology-enhancedapproachestoimproveassessment 1.4Conclusion 1.4.1Assessmentdesign 1.4.2Students 1.4.3Staff 1.4.4Infrastructure
2 Section 2: Assessment standards: a Manifesto for Change Tenet1:Assessmentforlearning Tenet2:Ensuringassessmentisfitforpurpose Tenet3:Recognisethatassessmentlacksprecision Tenet4:Constructingstandardsincommunities Tenet5:Integratingassessmentliteracyintocoursedesign Tenet6:Ensuringprofessionaljudgementsarereliable
3 Section 3: Assessment review tool 3.1Employingthetool 3.2Thescopeofthetool PartA:Addressesstrategicinstitutionalissuesinassessmentandfeedback PartB:Addressesissuesinassessmentandfeedbackatthefaculty,school,college ordepartmentlevel4 Section 4: An annotated selection of resources 4.1Coretextsinsupportofthetenets 4.2Resourcesforleadersandseniormanagers 4.3Resourcesforeducationaldevelopersandpractitioners
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SynopsisAcrosshighereducation,itistimeforasignificantreappraisalofassessmentstrategy,policyandpracticethroughevidence-informedchange.Thispublicationhasbeendevelopedbyagroupofexpertsinthefieldofhighereducation,workingwiththeHigherEducationAcademy(HEA)toprovideastrongrationalefortransformingassessmentinhighereducation,underpinnedbyanestablishedevidencebase.Importantly,thispublicationalsoprovidesanassessmentreviewtool,whichoffersapracticalmethodtotakestockofcurrentpracticeandlooktoatargetedapproachtostrategicchange.
Thepublicationbuildsontwodecadesofextensivesupportforteaching,learningandassessmentinUKhighereducation,whichhasbeenprovidedbyarangeoforganisationsandinitiatives.Inrelationtoassessment,theHEA,itsformersubjectcentresandtheCentresforExcellenceinTeachingandLearninghavetakenakeyroleindevelopingandpromotingthisexpertiseinassessment.Accordingly,thedevelopedrationaleandreviewtoolarebasedon:
• Assessment standards: a Manifesto for Change1createdbyaninternationalforumofexpertsonassessmentinhighereducationbroughttogetherbytheAssessmentStandardsKnowledgeexchange(ASKe)CentreforExcellenceinTeachingandLearningatOxfordBrookesUniversity1;
• workfromtheCentresforExcellenceinTeachingandLearningatOxfordBrookesUniversity(ASKe)andtheUniversityofNorthumbria(AssessmentforLearning);
• previousworkoftheHEA,itssubjectcentres,theLearningandTeachingSupportNetwork(LTSN)andtheInstituteforLearningandTeachinginHigherEducation(ILTHE).
TheManifestohasbeentheprimaryorganisingframeworkforthedevelopmentofthereviewtool,withsixtenetsorevidence-basedprinciplesforassessmentpolicyandpractice.
Theargumentsandconclusionspresentedinthispublicationarebasedonthebestresearchevidenceavailableinthefieldofeducationalassessment.ReferencesinSection4providekeysourcesfortheevidence,alongwithresourcesforstaffinhighereducation.
1 ASKe(AssessmentStandardsKnowledgeexchange)Assessment standards: a Manifesto for Change; Feedback: an Agenda for
Change.Availablefrom:http://www.brookes.ac.uk/aske/Manifesto/[25September2012].
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AuthorsThispublicationwasdevelopedthroughcollaborativeworkingandwritinginvolvingagroupofexpertsinthefieldofhighereducation:DrSimonBall( JISCTechDis),CarolynBew(HigherEducationAcademy),ProfessorSueBloxham(UniversityofCumbria),ProfessorSallyBrown(IndependentConsultant),DrPaulKleiman(HigherEducationAcademy),DrHelenMay(HigherEducationAcademy),ProfessorLizMcDowell(NorthumbriaUniversity),DrEricaMorris(HigherEducationAcademy),ProfessorSusanOrr(SheffieldHallamUniversity),ElainePayne(HigherEducationAcademy),ProfessorMargaretPrice(OxfordBrookesUniversity),ProfessorChrisRust(OxfordBrookesUniversity),ProfessorBrendaSmith(IndependentConsultant)andJudithWaterfield(IndependentConsultant).
AcknowledgementsTheHigherEducationAcademyisgratefulforcommentsandsuggestionsonthedevelopmentofthispublicationfromProfessorGlennBurgess(UniversityofHull),DrTimBurton(QAA),DrFionaHandley(SouthamptonSolentUniversity),ProfessorCarolineMacDonald(TeessideUniversity),AngelaMcGrane(HEA),AaronPorter(independentconsultant),RobWard(CentreforRecordingAchievement)andDrSteveWynWilliams(StaffordshireUniversity).
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The structure of the publication
Section 1: The rationale and groundwork for transforming assessment
1.1Introduction:Thissetsthecurrentcontextinhighereducation.
1.2Acaseforchange:Thisoutlinesthewide-rangingeconomic,educationalandreputationalbenefitsoftransformingassessment.
1.3Preparingtochangeassessment:Thisprovidestheconsiderationsthatinstitutionswillneedtoaddresstosupportandmanageasuccessfultransformationtoadifferentmodelofassessment.
1.4Conclusion:Thisemphasisesthattransformingassessmentwillentailchangesrelatedtoassessmentdesign,students,staffandinfrastructure.
Section 2: Assessment standards: a Manifesto for Change
Thissection‘unpacks’thetenetsoftheManifesto,providinganexplanationofeachandanevidence-informedrationalethatunderpinstheproposedchanges.
Section 3: Assessment review tool Thistoolisforhighereducationinstitutionstobenchmarkthequalityofexistingassessmentpracticesandconsiderhowtheymightmakerelevantchanges.Itisorganisedintwoparts,withstimulusquestionsfor:
• seniormanagers,suchasdeputyandpro-vice-chancellorsandvice-principals;
• aworking‘reviewteam’involvingadean,orheadofdepartment,curriculumleaders,courseorprogrammeleaders,educationaldevelopers,lecturersandstudents.
Section 4: An annotated selection of resources
Thisprovidestheevidencebasefortherationaleforchangeandtheassociatedreviewtool,alongwithfurtherresourcesforstaff,whichcanbeusedtosupportchangestopolicyandpractice.
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Section 1: The rationale and groundwork for transforming assessment
1.1 Introduction
Assessmentofstudentlearningisafundamentalfunctionofhighereducation.Itisthemeansbywhichweassureandexpressacademicstandardsandhasavitalimpactonstudentbehaviour,stafftime,universityreputations,leaguetablesand,mostofall,students’futurelives.TheNationalStudentSurvey,despiteitslimitations,hasmademorevisiblewhatresearchersinthefieldhaveknownformanyyears:assessmentinouruniversitiesisfarfromperfect.FromstudentsatisfactionsurveystoSelectCommitteereports,thereisfirmevidencethatassessmentisnotsuccessfullymeetingtheneedsofstudents,employers,politiciansorthepublicingeneral.Therisingdemandsoffee-payingstudents,theincreasingfinancialpressuresoninstitutionsandtheneedtomaintaintheUK’sinternationalreputationforhighacademicstandardsaregoingtoplaceextrastrainonalreadyvulnerableassessmentpractices.Itistimeforaseriousreappraisal,andthepurposeofthispublicationistosupportthatreappraisalofassessmentpolicyandpracticeinhighereducationthroughevidence-informedchange.
Assessmentpracticesinmostuniversitieshavenotkeptpacewiththevastchangesinthecontext,aimsandstructureofhighereducation.Theycannolongerdojusticetotheoutcomesweexpectfromauniversityeducationinrelationtowide-rangingknowledge,skillsandemployability.Modularisationhascreatedasignificantgrowthinsummativeassessment,withitsnegativebackwasheffectonstudentlearninganditsexcessiveappetiteforresourcestodelivertheconcomitantincreaseinmarking,internalandexternalmoderation,administrationandqualityassurance.
Assessmentisalsoattheheartofmanychallengesfacinghighereducation.Asignificantlymorediversestudentbodyinrelationtoachievement,disability,prioreducationandexpectationsofhighereducationhasputpressureonretentionandstandards.Inamassifiedhighereducationsectorwheretutor-studentratioshavegraduallybeeneroded,studentscanremainconfusedaboutwhatisexpectedoftheminassessment.Effortstomakethistransparentthroughlearningoutcomes,assessmentcriteriaandwrittenfeedbackhaveprovednosubstitutefortutor-studentinteractionandnewergroupsofstudentsareparticularlylikelytoneedthiscontact.Itisnotsurprisingthatstudentsaredissatisfiedwithassessmentand,undoubtedly,thestudentvoicewillbecomelouderasfeeincreasesbite.
Studentshavealsonoticedhowassessmentfailstomeettheirneeds,particularlyinrelationtorelevancetotheworldofwork.Asincreasingnumbersofstudentsenterhighereducationwiththeprimaryhopeoffindingemployment,thereisapressuretoensurethatassessmentcan,atleastinpart,mirrorthedemandsoftheworkplaceorleadtoskillsthatarerelevantforarangeof‘realworld’activitiesbeyondeducation,butthishasbeenlargelyunreflectedinthereformofassessmentwithinmanydisciplines.
Perhapsmostimportantly,theintegrityofacademicstandardsisatriskaswebtechnologiesmayfacilitateplagiarism,retentionimperativeshavethepotentialtoimpingeonacademicdecision-making,costlyfeesraisestudentexpectations,anexpandingofferingofmeasuresseekingtoapplyreasonableadjustments,andagrowinganddiversifiedsetofinstitutionsmakescomparabilityofstandardsincreasinglydifficult.UKhighereducationhasenjoyedanexcellentinternationalreputationbasedonitsacademicstandards,butathometheissueofstandardsisbothfudgedandchallenged.Officialinquirieshavecriticisedthereliabilityofstandardsandthewaywecommunicate
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studentachievementtotheworldthroughdegreeclassification.Ourhighlyrespectedexternalexaminersystemis“understrain”2andmethodsfordeterminingstudents’resultsvarywidelyacrosssubjectsanduniversities.
Someprogresshasbeenmadeinassessmentthroughtheworkofkeenandcapableacademicsandenterprisinginstitutions.TheHEAitsformersubjectcentres,theNationalTeachingFellowshipScheme,CentresforExcellenceinTeachingandLearning,JISCandFDTL3haveallplayedasignificantroleinthisinnovation.However,forthemostpartsmall-scaleinitiativeshavenotbecomeembeddedininstitutionsandareoftentheworkofenthusiasticteachers,failingtobecomestandardpractice.Universityassessmenttraditionshavenotprovedeasytotransformthroughincrementaladjustments.Piecemealinnovations,inaddressingspecificproblemsratherthanthewholeassessmentframework,potentiallycreatetroubleforotherpartsofthesystem.Therefore,thispublicationrecommendsaradicalrethinkofassessmentpracticesandregulations,capitalisingonwhatexistingexperiencewehaveofeffectiveandefficientassessmenttomakeitthepredominantapproachratherthantheminorityone.However,therearenoquickfixesthatwillgiverapidresultsinassessment,andthereforeweproposeaholisticandproactiveapproachratherthananatomisedresponsetoindividualassessmentissues.
Whiletheviewsabovehavepositedgloomyprospectsforhighereducationassessment,thereareplentyofreasonstobeoptimisticaboutthefutureinrelationtowhataradicalshake-upofassessmentcouldachieve.ThisisparticularlyimportantatatimeofhugechangefortheUKsector.Itisanopportunitytore-establishlearningandstandardsratherthanmeasurementandgradesascentraltoeffectiveassessmentand,crucially,toreturntoafocusonstudentsaslearners.Itisachancetothinkabouthowweputthesignificantresourcesdevotedtoassessmenttobetterusetosupportlearning,safeguardstandards,improveretentionandincreasestudentapproval;toimproveassessment’sfitnessforpurposegenerally.Thispublicationaimstopromotewidespreaddevelopmentinhighereducationassessmentpracticebyhelpingstaffatalllevelsrecognisetheneedforandthemeanstobringingaboutevidence-informedchange.
2 HigherEducationFundingCouncilforEngland(2009)Report of the sub-committee for Teaching, Quality, and the
Student Experience: HEFCE’s statutory responsibility for quality(p31).Availablefrom:http://www.hefce.ac.uk/pubs/
hefce/2009/09_40/09_40.pdf[25September2012].
3 TheFundfortheDevelopmentofLearningandTeaching,fundedbyHEFCEandDEL.
The local context and individual perspectives
Indrawingupthispublication,theauthorsareawarethateducationalresearchandtheorydoesnoteasilytranslateintosimpleprescriptionsforeducationalpractice.Allassessmentissituatedinthelocalcontext,andintheparticulartraditions,expectationsandneedsofdifferentuniversities,specialistinstitutionsandacademicdisciplines.Theoryandevidencehastobeinterpretedandappliedwithinthoseparametersandcannotbeappliedsimplyoruniformly.Consequently,thisresourcedoesnotprescribestandardisedchanges,butposesquestionsbasedonourknowledgeofeffectiveassessmentpractice,whichcanbeusedtoevaluateandbenchmarkexistingapproachesandinformfuturedevelopments.Thegrowingevidencebaseofresearchonassessmentprovidesausefulbasisonwhichtobuildandreviewpolicyandpractice,butitleavestheonusoninstitutionstodevelopandcriticallyevaluateassessmentprocessesandprocedures,astheyareusedanddevelopedwithintheirlocalcontext,comprisingstudents,tutors,resources,regulations,anddisciplinaryandprofessionalrequirements.
Thepublicationisdesignedtobeaccessibletostaffworkingatalllevelsinhighereducationbothwithininstitutionsandinpartnerorganisations;forexample,thoseinvolvedinemployer-basedteachingandmentoring.Ithasaparticularemphasisonthosewhoarelikelytoleadandimplementchangeatinstitutionalandprogrammelevel.
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1.2 A case for change
Thefollowingsetsouttheacademicandbusinesscaseforchange.Atatimewhenhighereducationisfacingunprecedentedpressuresandtransformationsineconomic,social,politicalandculturaldimensions,furtherchangesneedtobeclearlyjustified.Thissub-sectionaimstoexplainwhythebenefitsoffundamentalchangeinassessmentareworththeeffortgiventheinevitableconsequentdisruption.Thesebenefits,whichweexpandonbelow,mayinclude:
• improvedpotentialforstudentlearning;• increasedstudentsatisfaction;• improvedvalueformoney;• assessmentmethodsandapproachesthatarebetterabletoassesstheoutcomesof
a21st-centuryeducation;- adependableandfairerrepresentationofstudentachievement;- greaterconfidenceinacademicstandardsandimprovedsafeguardingofthe
reputationofUKhighereducation.
1.2.1 Improved potential for student learning
Themostsignificantbenefittocomefromaradicalreshapingofassessmentistheadvantagetostudentlearning.Assessmentshapeswhatstudentsstudy,whentheystudy,howmuchworktheydoandtheapproachtheytaketotheirlearning.Consequently,assessmentdesignisinfluentialindeterminingthequalityandamountoflearningachievedbystudents,andifwewishtoimprovestudentlearning,improvingassessmentshouldbeourstartingpoint.
Afeatureofmodernmodularcoursestructuresisthatthemajorityofassignmentshaveasummativefunction(assessmentoflearning),whichmayleadtostudentstakingastrategicapproachtotheirstudies,potentiallylimitingtheirbroaderlearningandindependentthinking.Researchevidencesuggeststhatifthenatureofthelearningcontextischanged,andassessmentisthemostinfluentialelementofthatcontext,thereisalikelihoodthatstudents’approachwillchangewithassociatedbenefitsforhighqualitylearning.
Thechangethathasthegreatestpotentialtoimprovestudentlearningisashiftinthebalanceofsummativeandformativeassessment.Summativeassessmenthasimportantpurposesinselection,certificationandinstitutionalaccountability,butitsdominancehasdistortedthepotentialofassessmenttopromotelearning(assessmentforlearning).Theimperativesofsummativeassessmentnecessarilylimittheuseofassessmentmethodsthathavedemonstrablevalueforlearning,suchasfeedbackondrafts,groupassessment,peerlearningandwork-basedassessment.Theneedtoprovideareliable,verifiablemarkforeachindividualforeachassignmentcaneitherlimitthemethodsweuseorcreatejustifiableconcernsaboutconsistencyandfairnessinmarking.Peerassessmentisacaseinpoint.Whiletheuseofpeerassessmentmaycausealarminsomeexternalexaminersandthosefocusingonacademicstandards,theabilitytoassessselfandothersisanessentialgraduateattribute.Studiesconsistentlyreportpositiveoutcomesforwell-designedpeermarking,includingclaimsfromstudentsthatitmakesthemthinkmore,becomemorecritical,learnmoreandgaininconfidence.
Ashiftinthebalanceofsummativeandformativeassessmenttowardsthelatterprovidesthescopetouseamorevalidandeffectiverangeofassessmenttools.Assessmentforlearningisdesignedtobeformativeanddiagnostic,providinginformationaboutstudentachievementtobothteachersandlearners,whichallowsteachingandlearningactivitiestorespondtotheneedsofthelearnerandrecognisesthehugebenefitthatongoinganddialogicfeedbackprocessescanhaveonlearning.Thisbenefitisenhancedwherefeedbackisembeddedinday-to-daylearningactivities.
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Thelearningbenefitsofwell-designedassessmentarealsofoundwhenstudentsareinvolvedinassessment;usingfeedback,peerassessmentandself-monitoringofprogressasmomentsoflearninginthemselves.Studentscometohaveabetterunderstandingofthesubjectmatterandtheirownlearningthroughtheircloseinvolvementwithassessment.Assessmentandfeedbackactivityofthisnaturedoesnotjustcontributetolearningatuniversity,butdevelopslearningandevaluativeskillsessentialforemploymentandlifelonglearning.
1.2.2 Increased student satisfaction
RadicalreformtoassessmentshouldalsobeconsideredinlightofthehighereducationWhitePaper–Students at the Heart of the System4.Whiletherecontinuestobevigorousdebateabouttheappropriatenessoftheproposedreforms,thereisaclearemphasisonensuringthattheviewsofstudentsarecentraltothefutureofthesector.Assessmentinparticularisconsistentlyreferredtoasanareaofreform,andwiththemovetomoretransparentinformation,theinstitutionsthatarebestabletorespondtothedemandsofstudentsmaywellthriveinrelationtostudentrecruitmentandsatisfaction.
Inparticular,whilemanyuniversitieshavetakenactiontoimprovetheirstudents’experience,scoresforassessmentandfeedbackremainlowintheNationalStudentSurveyasstudentsexpressconcernsaboutthereliabilityofassessmentcriteria,challengethefairnessoftheirexperienceandsaytheyaredissatisfiedwiththenatureandtimingoffeedback.Thisisnotsurprisinggiventhecomplexnatureofmostassessmentandthelimitedtimestaffhavetodevotetomarkingandfeedback.Researchisincreasinglydemonstratingtheimportanceoftutor-studentdialogueinbothunderstandingassessmentexpectationsandbeingabletomakeuseoffeedback.Sadly,evidencesuggeststhatreplacingthisdialoguewithgreaterguidanceormoredetailedwrittenfeedbackcreatesextraworkforstaff,yetmayhavelimitedinfluenceonlearningandachievement.Inaddition,itiswell-recognisedthatstudentsmayhaveparticularexpectationsoffeedbackaswrittencommentsontheirassignments,ratherthanstudentsrealisingthatfeedbackontheirlearningcantakeanumberofforms(e.g.written,audio,video)andbedeliveredinarangeofways(e.g.toanindividual,smallgrouporlectureclass).Soimprovingstudentsatisfactionwithassessmentneedstobeaddressedinadifferentway.Suchimprovementisdependentonbetterandmoreinclusiveassessmentmethodsandpracticesthatpromotetutor-studentandstudent-studentdialogue,andthatconsidercarefullyhowstudentscancometounderstandthetacitexpectationsoftheirtutors,providingfeedbackatatimeandinawaythatstudentscanlearnfromitanduseitintheirfuturework.
Poorvalidityinassessmentmethodscanalsodamagestudentconfidence.Forexample,ifexaminationsdonotassesswhattheyaresupposedtobeassessing,perhapsmeasuringmemoryasmuchasknowledgeandunderstanding,thenstudentsmaybecomedissatisfied.Studentsshouldexperienceassessmentasavalidmeasureoftheirprogrammeoutcomesusingauthenticassessmentmethods,whicharebothintrinsicallyworthwhileandusefulindevelopingtheirfutureemployability.
Agreateremphasisonstudentengagementwithassessment,itsguidanceandfeedback,isalsolikelytoreducestudentfrustrationwhenfacedwithlowgrades.Involvingstudentsinassessmenthasthepotentialtohelpthemunderstandthenatureofcomplexprofessionaljudgement,grasptherequiredstandardsoftheirdisciplineandbetterrecognisetheirownlevelsofachievement.Thismayhelptoreduceexpensiveandtime-consumingstudentcomplaintsandappeals,andislikelytoraisescoresoninternalandexternalmeasuresofsatisfaction.Furthermore,therearereputationaladvantagestohavingup-to-dateandfit-for-purposeassessmentpracticesasfee-payingstudentsexploremorecloselywhathighereducationinstitutionsareofferinginrelationtoteachingandlearning.
4 BIS:DepartmentforBusinessInnovationandSkills(2011)Higher Education: Students at the Heart of the System.Available
from:http://bis.gov.uk/assets/biscore/higher-education/docs/h/11-944-higher-education-students-at-heart-of-system.pdf
[25September2012].
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1.2.3 Improved value for money: maximising resources for learning
Assessmentisresourceheavyinthemodernhighereducationinstitution.Transformingassessmentpolicyandpracticecanbringcostsavingsinadministrationandqualityassurance.Thesesavingsaregeneratedbyreducingsummativeassessment,improvingfailureratesandretention,andreducinginstancesofmalpractice,non-submissions,complaintsandappeals.Itisimportanttonotethatmostofthequalityassuranceandotherproceduresdiscussedinthissectionmakedemandsonstafftimewithoutanyattendantbenefitforstudentlearning.
Theincreasingsizeofstudentcohortsandashrinkingunitofresourcemeanthattutortimehasbecomedisproportionatelyspentonsummativeassessment.Studentscanbetaughtinlargergroups,buteachassignmentorexamscriptstillrequiresindividualattention.Thisimbalanceisexacerbatedbymodularstructures,whichtheUKhasadaptedfromothernationalsystems,veryfewofwhichhaveourtraditionsofsecondmarking,moderation,externalexaminersandassessmentboards.Employingthesesafeguardsforeachelementofsummativeassessmentiscreatinganacademicandadministrativeworkloadthatisunsustainable.Ashiftfromsummativetoformativeassessmentcanreducethecostsinvolvedinprocessingstudents’workandassessmentrecords,prioritisequalitychecksforessentialelementsofassessmentandredirectacademicresourcestowardslearning.
However,thehighstakesnatureofsummativeassessmentcanleadtoexpensiveandtime-consumingapplicationsforextenuatingcircumstances,studentcomplaints,appealsandlitigation.Thelatteralsorunstheriskofgeneratingadversepublicity.Thepressureofhighstakesassessmentcouldalsoencourageplagiarismandpooracademicpracticeamongsomelearnerswithitshighstaffcostsandadverseoutcomesforstudents.
Poorexperiencesofassessmentandlackoffeedbackearlyinprogrammesisassociatedwithfailureandhighstudentattritionrates.Inaddition,whereprogrammesplanformoreformativeassessmentandfeedback,thereisabetterchancethatagreaterproportionofstudentspassmodulesattheirfirstattempt,therebysavingstafftimeinrelationtodemandforextrasupport,resits,appealsandcomplaints.Improvedpassratesandreducedattritionbringobviousfinancialbenefitsforinstitutionsandpositiveoutcomesforstudents.Overall,aradicalreviewofassessmentcanbringcostsavingsandbetteruseofteachingresources.
1.2.4 Assessment that is better able to assess the outcomes of a 21st-century education
Thereisaperception,particularlyamongemployers,thathighereducationisnotalwaysprovidinggraduateswiththeskillsandattributestheyrequiretodealsuccessfullywithacomplexandrapidlychangingworld:aworldthatneedsgraduatestobecreative,capableoflearningindependentlyandtakingrisks,knowledgeableabouttheworkenvironment,flexibleandresponsive.Whilewemightarguewiththisviewabouttheshortcomingsofhighereducation,wecancertainlyimprovethemeansbywhichassessmentfostersandencouragesthosequalitiesinourgraduates.
Traditionalapproachestoemployabilityinuniversitieshavetendedtosidelineittospecificmodules,work-basedlearningelements,personaldevelopmentplanningandcareersguidance.Theoveralllearningenvironmenthasnotnecessarilyfosteredemployability,whichisservedbyamorecomprehensiverangeoflearningopportunitiesinadditiontothosemethods.Theseincludeenquiry-basedlearning,theopportunitytouseknowledgeinarangeofchallengingcontexts,learningactivitiesthatarerelevantandmotivating,closeinvolvementwithemployersandtheopportunitytoreflectonlearningandaction.
Subjectbenchmarkstatements,andotheraspectsoftheQAA’sUKQualityCodeforHigherEducation5activelysupportthebroadeningofthecurriculumtoembraceawiderviewofgraduatecapabilitiesandsomeUKuniversitiesarefullyembracingthis
5 FurtherinformationavailablefromQAA:http://www.qaa.ac.uk/AssuringStandardsAndQuality[25September2012]
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challenge.Examplesincludeembeddingthedevelopmentofprofessionalcapabilitiesatallprogrammelevels.However,unlessassessmentalsochangestomatchthesemoreexpansiveoutcomes,theprojectwillstruggle.Teachingandassessmentmustbedesignedtosupporteachotherandassessmentthatisnotclearlylinkedtoplannedlearningoutcomesisunlikelytodothat.
Therefore,assessmenthasanimportantparttoplayinsupportingthiswidercurriculumfor21st-centurygraduates.Muchtraditionalassessmenttendstofocusonrememberingandrepeatingconceptualknowledgeandunderstanding,whereasemployabilityismorelikelytobepredicatedonstudents’abilitytoapplythatknowledgeindifferentcontexts:solvingproblems,thinkingcritically,performinginprofessionalsettingsoranalysingcasestudies.Ifassessmentcontinuestofocuslargelyonknowledgeacquisitionandunderstanding,andlessonthecapacitytofindthingsoutandusetheknowledgeincontext,thenitwillsteertutorsandstudentsawayfromlearningforemployability.Furthermore,inanenvironmentwhereknowledgeisadvancingsorapidly,itisimportanttobroadenthefocusofassessmenttoembracetheskillsoflifelonglearning.
Assessmentreformwiththeseaimswouldbenefitfromincreasedinvolvementofprofessional,regulatoryandstatutorybodies;engagingwiththemtoidentifyhowprofessionalandpersonalcapabilitiescanbeevidenced.Itwouldbuildonexistingeffortstodesignintegrativeandcreativeassessmentthatismoreabletodetermineauthenticachievement.Itwouldresistgradingperformancesthatcannoteasilybemeasured.Itwouldhelpstudentsunderstandtheassessmentprocessanddeveloptheskillsofself-evaluationandprofessionaljudgement.Itwouldenablestudentstorecognisewhattheyhavelearnedandbeabletoarticulateandevidenceittopotentialemployers.Improvingassessmentinthiswayiscrucialtoprovidingaricherandfairerpictureofstudents’achievement.
1.2.5 A dependable and fairer representation of student achievement
Adependableandsecureassessmentsystemwithdemonstrablyfirst-rateacademicstandardswouldcontributetothereputationofUKuniversitiesasprovidersofhighqualityhighereducation.Thisisparticularlyimportantinanincreasinglycompetitiveglobalmarketforhighereducation.However,asoutlinedearlier,academicstandardsareatriskforarangeofreasons.Attentiontoassessmentdesign,ensuringvalidassessmentofprogrammeoutcomes,recognisingthatnotallusefullearningcanbeobjectivelymeasured,developingtutors’assessmentliteracyandestablishingappropriatemethodstopromotesharedacademicstandardsacrossdisciplinesanduniversitiescanallcontributetoreversingthedecliningconfidenceinacademicstandards.
Thewaywecurrentlycommunicatestudentachievementisinurgentneedofmodernisation.Disciplinarydifferences,forexampleintheproportionoffirstclassdegrees,areunwarrantable.TheBurgessGroup’sfinalreportBeyond the honours degree classification6clearlyarticulatedthelimitationsofdegreeclassification,althoughthesimplicityoftheupperorlowersecondmakesitremainattractivetoemployers.TheHigherEducationAchievementReport(HEAR)providesamoresophisticatedandvaluablealternativeforrecordingstudentachievement.Astudent’sHEARwillincludeinformationdescribingtheirqualification:itssubject,levelofstudyandabriefdescriptionofthemodulesorunitstheyhavestudied,withtheindividualgradestheyachieved.Itwillalsocoverextra-curricularachievements,whichcanbeclearlyevidencedthroughprizesandawards,representativerolesandofficialposts,forexampleinastudents’union.ThereportwillsupplementthetraditionaldegreeclassificationandwillincludetheEuropeanDiplomaSupplement.Followingatriallingphase,UniversitiesUKlaunchedthefinalreportoftheBurgessImplementationSteeringGroup,recommending:“thattherepresentativebodiescommendtheHEARtobeadoptedsector-wideforstudentsenteringhighereducationinacademicyear2012-13”.7The
6 UniversitiesUK(2007)Beyond the honours degree classification. The Burgess Group final report.Availablefrom:
http://www.universitiesuk.ac.uk/Publications/Documents/Burgess_final.pdf[25September2012].
7 UniversitiesUK(2012)Introducing the Higher Education Achievement Report: the final report of the Burgess Implementation
Steering Group.Availablefrom:http://www.hear.ac.uk[checktitle,pnumberanddatewhenreportandsiteavailablefrom
2October2012]
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implementationoftheHEARwillmakeanimportantcontributiontothebettercommunicationofstudentachievement.
WhiletheHEARshouldincreasethechanceforstudentstohavetheirwiderachievementsrepresented,ithasnotsetouttochangethefundamentalnatureofhighereducationassessment.Itwillremainforinstitutionstoaddressdisciplinarydifferencesinmarkingpracticesorproblemsinensuringcomparablestandardsacrossuniversities.Marks,ascurrentlyused,areoftenmoreaconcreterepresentationofatutor’sbroadjudgementaboutapieceofworkthantheyareaconventionalnumericalmeasurement.However,weusethesemarksformulaicallyingeneratinggrades,artificiallycombiningmarksfromdifferentsources,whichdonothaveequalweightings,meaningorvalidity.Thereby,thisover-relianceonnumberscanobscurelearningandachievementinthesearchforcreditequivalenceandtheendresultisdivorcedfromtheaimsoftheoriginalcurriculumdesign.Areviewofassessmentwouldreducetheproportionofworkthatissubjecttothisfalsemaths;gradingonlythatwhichcanbesafelygradedandgivingmorecredibilitytostudents’results.
Equalitylegislationplacesadutyonhighereducationinstitutionstopromoteequalityinordertotacklepersistentandlong-standingissuesofdisadvantage,suchasattainmentgapsbetweenwhite,andblackandminorityethnicstudents,andthelowparticipationratesofthosewithdisabilities.Assessmentcantakeanimportantroleinsupportingthisundertaking,particularlyinenablingallstudentstosuccessfullydemonstratetheirachievements.Inclusiveassessment,forexampleusingavarietyofassessmentmethods,isdesignedtoprovideforallstudentswhilemeetingtheneedsofspecificgroups.Preparationforassessment,assessmentinformation,choiceoftasks,useofformativestrategiesandreassessmentpoliciesareallaspectsofassessmentthatshouldconsiderandcontributetoinclusivepractice.Inaddition,employingwell-designedassessmentstrategiestopromoteretentionisimportantinensuringthatwideningaccesstohighereducationleadstowideningachievement.
1.3 Preparing to change assessment
Thissub-sectionoutlinessomekeyconsiderationsthatinstitutionswillneedtoaddressinordertosupportandmanageasuccessfultransformationtoadifferentmodelofassessment.Theproposalsinthisresourcerequireaculturalshiftinbeliefsaboutthepurposeandnatureofassessmentinhighereducation,andthisismostlikelytobeachievedwithawell-plannedandwell-managedstrategy.
1.3.1 Leadership
Themostimportantfactorinsuccessfulimplementationofchangesinassessmentpracticeswillbecommittedleadership.Itisessentialthatthechangeisledbysomeoneatthetopoftheorganisationwithappropriateauthorityandvision:akeymanagerwhoispreparedtoopen-mindedlyconsidertheissuesraisedbythetenetsoftheManifestointhefollowingsection.Giventhatassessmentpermeatesmanyareasofinstitutionallife,theleaderorleaderswillneedtounderstanditscomplexity,beabletolivewithalevelofambiguityandnotbeaversetoacertainlevelofrisk.Thehighstakesnatureofassessmentforindividualstudentsandinstitutionalreputationsmeansthatitcangenerateanxietiesregardingqualityassuranceandpotentialnegativepublicity.Furthermore,manyaspectsofassessmentaremiredintraditionalapproachesthatwillbehardtotransform.Therefore,theleadershipshouldbesensitivetotheseanxietiesaswellaslocalneedsandcontext,butalsowillingtopersevereinquestioningtaken-for-grantedassumptionsandpractices.
Theprojectleadershipwillneedtohaveconfidenceintheongoingsupportof,andregularinteractionwith,theseniorteamandstrategiccommittees.Theywillbecapableofadoptinganinclusiveapproach;abletopersuademanystakeholdersthatthistransformationhasmultiplebenefitsforbothstudentsandstaffasoutlinedintheprevioussection.Theywillbeabletoinvolveallrelevantstakeholdersinbuildingasharedunderstandingofgoodassessment.
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Theleaderorleadershipteamwillneedtobepersistent,recognisingthattransformationwilltaketime.Somechangesmaynotworkwellatfirst,needingevaluationandrefinementinordertooperateeffectively.Itwillbeimportantforaleadertoperseverewiththegoalovertime,allowingforthereformtobethoroughlyembeddedinthecultureandpracticesoftheinstitution.
1.3.2 Students
Studentshaveanimportantroletoplayinthesuccessofthisventure.Theyarelikelytoresistchangeunlesstheyunderstandthereasonforitanditsbenefitstotheminrelationtolearning,fairnessandrelevance.Developingstudents’assessmentliteracy,thatistheirunderstandingofthelanguageofassessmentandassessmentprocesses,willbeimportantingainingstudentsupport:theyshouldbehelpedtounderstandtheprinciplesofsoundassessment,therelationshipbetweenassessmentandlearning,andthenatureofprofessionaljudgement.Studentsshouldbeclearlyinformedaboutassessmentsafeguards,suchassecondmarking,moderationandexternalexamining.Theevidencesuggeststhatwherestudentsandstudents’unionsareawareoftheeducationalbenefitsofengagingwithassessment,theyareagreatdealkeenertobeconstructivelyinvolvedandassistwiththerequiredchange.TheNationalUnionofStudents(NUS)hasalsocontributedsignificantlytothenationaldialoguearoundassessmentinrecentyears,includingthepublicationoftheirownCharter on Feedback & Assessment8,whichcomplementsthispublication.
Whileitwillbeimportanttobuildassessmentliteracyintothecurriculum,therearealsogoodexamplesofuniversitystudents’unionsworkingwiththeirinstitutionstopromotebetterassessment,forexampleatSheffieldHallam,BrunelandQueenMary,UniversityofLondon(QMUL).Suchschemeshaveinvolvedunionsintheeducationofstudentsaboutassessment,researchingstudentviewsonassessmentandfeedback,jointassessmentcommitteesandcampaigningtoimprovedepartmentalandinstitutionalassessmentpractice.Inordertodevelopthistypeofstrongpartnershipwithstudents,studentengagementprocessesatcourse,departmentalandinstitutionallevelwillneedtobeenhanced.
1.3.3 Resources workload management
Researchconsistentlyshowsthatassessmentdrivesstudenteffort,learningandachievement,yetresourcesandworkloadmanagementtraditionallyfocusonlecturers’classcontactandcourseadministration.TheOpenUniversity,whichconsistentlyperformsinthetoptenoftheNationalStudentSurvey,devoteswelloverhalfitsteachingresourcestoassessmentandfeedback.Consequently,workloadmanagementneedstoconveythemessagetostaffthatassessmentplanning,markingandfeedbackarecruciallyimportanttostudentachievement,andshouldbefactoredintothesystembeforemajorassessmentchangesareintroduced.Thisisnotacallforextraresources,butapleatothinkdifferentlyabouttheintegrationofteachingandassessment.Staffneedtohavepermission,evenencouragement,tochangetheirpracticeinordertobuildassessmentandfeedbackintocontacthours.Theyshouldbegiventheconfidencetoreviewtheuseofcontacttimetoprivilegelearningratherthantransmissionofknowledge,andtoavoidseparatingteachingfromassessment.Forexample,immediatefeedbackgiveninclassfollowingaformativetaskorstudentpresentationshasbenefitsinrelationtotimelyfeedbackonperformance,whilereducingadditionalstaffworkloadinmarking.Overall,assessmentmustnotbeunder-representedinworkloadplanningandresourceallocation.
Thedistributionofworkloadandresourcesshouldalsobeconsideredinrelationtothewholeofastudent’sprogramme.Thiscouldmean,forexample,thatresourcesshouldbeweightedtowardsfirst-yearcourseswheretheycanhaveanimportantimpactonhelpingstudentsmakeasuccessfultransitiontohighereducationandpreparethemformoreindependentlearning.Effortcouldalsofocusmoresquarely
8 NUS(NationalUnionofStudents)Charter on Feedback & Assessment.Availablefrom:http://www.nusconnect.org.uk/
news/article/highereducation/720/[25September2012].
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onthevalidandreliableassessmentofprogrammeoutcomesratherthanpoorerqualitymeasurementofeveryindividualmoduleoutcome.Thereispotentialtoreducethequantityofsummativeassessmentwithitsaccompanyingqualityassuranceload(secondmarking,moderation,externalexamining,assessmentboardtime),whichmayfreeresourcesforuseinformativeassessmentactivity.
1.3.4 Staff development
Institutionswillneedaplannedandsustainedstaffdevelopmentstrategytosupporttheimplementationofchange,underpinnedbydedicatedsubstantialresourceforstaffdevelopment.Akeyfirststepwillbeencouragingallrelevantstafftoreviewtheirownassessmentpractice.ThetenetsoftheManifestoandtheassociatedassessmentreviewtoolofthispublicationprovideaframeworkforthisstaffdevelopmentactivity,offeringtheopportunityforindividualsandteamstoexaminetheirownassessmentknowledgeandbeliefs,andexplorethepracticalimplicationsofthetenetsfortheirspecificcontext.
Existingstaffdevelopmentactivitiesshouldalsofocusonraisingtheprofileofassessmentandstandards,andintegratingthemwithotherrelatedtopics,suchasinclusivepractice.Itneedstobethoroughlyincorporatedintoprogrammesfornewlecturers,mentoringofstaffandpersonaldevelopmentreviews.Activitiessuchasco-marking,moderation,engagementwithexternalexaminers,coursecommitteesandassessmentboardsshouldberegardedasopportunitiesforbuildingconfidenceinstandardsthroughthecalibrationofindividual’sstandardswiththoseoftheircolleaguesandwiththewidersubjectorprofessionaldiscipline.Inparticular,newlecturersshouldparticipateinassessmentcommunitiessuchas‘markingbees’wheremoduleteamsco-markstudentworktosupportstafflearningofappropriateassessmentknowledgeandstandards.Contributiontoassessmentdevelopmentshouldbereflectedinrewardandrecognitionpolicies,anduniversitystrategiesforstaffaccreditationwithinthe UK Professional Standards Framework for teaching and supporting learning in higher education9shouldclearlypointtotheimportanceofassessment.
Thisdevelopmentofassessmentliteracyamongstaffneedstobefollowedbypracticalsupportforimplementingchange.Forexample,academicdeveloperscanworkwithcourseteamstorethinkprogrammeassessmentinpreparationforcourseapprovalorrevalidation.
1.3.5 Regulations and guidance
Allthoseinvolvedindrawingupregulationsandmanagingthequalityassuranceofassessmentinauniversity,includingheadsofdepartment,qualitymanagersandvalidationpanelmembers,willbenefitfromfamiliaritywiththeassessmenttenetstoenablethemtodevelopregulations,guidanceandpractical‘caselaw’thatareconducivetoeffectivechange.Itisimportanttorecognisethepowerofregulationandguidanceasleversforenhancementandtousethemasaforceforpositivechange.Poorlyconceivedregulationcanfocusstaffonminordetailsofassessment,divertingattentionfromassessmentasawholeprocess.Itcanalsoleadteachingstafftorestheavilyonsummativeassessmentorrejectmorediversemethodswithbenefitsforlearningorinclusionbecause,forexample,theyarenoteasilysubjecttoexternalmoderation.Effectiveassessmentusuallyinvolvesatrade-offbetweenvalidity,reliabilityandmanageability,thecharacterofwhichwillnecessarilyvaryforindividualtasksandexaminations.Aprogrammeapproachtoassessmentcanensureabalanceofthesethreeprinciplesaslongasregulationsandguidancedonotprivilegeoneovertheothers.
Itisalsoimportantthatregulationsandguidanceareclearlyunderstoodanddonotprovideeitherrealorperceivedbarrierstomakingfundamentalchangeinassessmentpractice.Simpleguidance,suchasrecommendedwordcountscanbeinterpretedrigidlybyvalidationcommitteesandlimittheabilityforcourseteamstoadoptmorevalid,inclusiveandauthenticassessmentmethods.Inflexibleregulationcanofferstaff
9 UK Professional Standards Framework for teaching and supporting learning in higher education(2011)Availablefrom:
http://www.heacademy.ac.uk/ukpsf[25September2012].
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reasonstoresistchange:theycancurbinnovation,suchasstudentinvolvementinassessmentandtheycanabsorbstaffresourcesinprocedures,suchassecondmarkingandmoderation,whichcouldbebetteremployedinsupportinglearning.Regulationsmustalsotakeintoaccountthedemandsofcurrentassessmentpracticesincludingtechnology-enhancedlearning,groupandpeerassessment.
Fundamentalchangestoassessmentwillonlybesuccessfulifcourseapproval(validation)panels,particularlytheirchairs,arebothawareofandfullycommittedtothetenetsensuringsufficientchallengetolimitedortraditionalconceptionsofassessment.Anearlystepinimplementingchangewillbethestaffdevelopmentofthesekeypersonnel.Thiswillhelpensurethatvalidationandreviewprocessesinterrogatetherangeandpurposeofassessmentwithinaprogrammeanditsalignmentwiththetenets.
1.3.6 Using technology-enhanced approaches to improve assessment
Effectiveuseofinformationsystemsandlearningtechnologiesisaprecursortochangeinassessmentpolicyandpractice,efficienciesinstafftimeandabetterexperienceforstudents.Arangeoftechnologiescanbeemployedtosystematiseandimprovetheadministrationofthewholeassessmentcyclefromsubmissionofworktoassessmentboards(involvingsubmission,markingandfeedback),andincludingeasyaccesstostudentworkforexternalexaminers.Byharnessingrelevanttechnologies,thestudentexperiencecanbeenhancedthroughbetteraccesstoassessmentinformation,abroaderrangeoftasks,automatedorspeedierfeedback,student-studentandstudent-staffdialogueregardingassessment,andsupportforpeerandgroupassessment.Forexample,theuseofwebtools,suchasblogs,forumsandwikisinvolvinggroupworkandcollaborativeactivitycanofferinnovativeopportunitiesforassessmenttasks.Softwareapplicationshavethepotentialtopresentcomplexdataandscenariostostudentsformoreauthenticcourseworkandexaminationpurposes,andtext-matchingtools,suchasTurnitincanhaveakeyroletoplayinsupportingthedevelopmentofacademicwritingwithafocusonplagiarismprevention.Assessmentmethodsthatusetechnologyareoftenmoreadaptableforstudentswithspecificlearningneedsordisabilitiesandarethereforemoreinclusive.UniversitiesaresupportedintechnologiesforinclusioninlearningandteachingbyJISCTechDis10.
Althoughsoftwareapplicationsforenhancingassessmentinhighereducationarewell-established,itisclearthatthereisneedforinstitutionstocontinuetoadoptrobusttechnologicalsolutionstosupportassessmentandfeedback.Despitehighereducationinstitutionshavingarangeoftechnologiesavailableforassessmentpurposes,thereisvariationacrossinstitutionsastowhetherthesetechnologiesareintegrated11.Thiscanhaveimplicationsforthestudentexperience.Itisvitalthatinstitutionsworktoensurethatthetechnicalinfrastructureandsystemsareinplace,andthattechnicalstaffandlearningtechnologistscanworkinpartnershipwithteachingstafftosuccessfullydeployrelevanttechnologies.Regulatoryframeworksalsoneedtoembracethedemandsoftechnology-enhancedassessment,particularlyinrelationtoonlinesubmission,securityanddataprotection.
1.4 Conclusion
Thisopeningsectionhasprovidedtherationaleandbackgroundtothispublication.Ithasestablishedthecontextfortransformingassessmentandsetsthesceneinrelationtothebusinesscaseforchangeandhowinstitutionsmightprepareforit.Whilewehavemadethepointabovethatanewassessmentapproachforhighereducationwillneedtoreflectdifferentinstitutionalcontextsandpriorities,thispublicationhasavisionfor
10 FurtherinformationonJISCTechDisavailablefrom:http://www.jisctechdis.ac.uk/[25September2012].
11 Ferrell,G.(2012)A view of the Assessment and Feedback Landscape: baseline analysis of policy and practice from the JISC
Assessment & Feedback programme.AreportforJISC.Availablefrom:http://www.jisc.ac.uk/whatwedo/programmes/
elearning/assessmentandfeedback.aspx[25September2012].
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whatthatfuturemightlooklike.Broadlyspeaking,itproposesthatassessmentthatismoreclearlyfitforpurposewillentailchangesrelatedtoassessmentdesign,students,staffandinfrastructure,asfollows.
1.4.1 Assessment design
Ourapproachwouldseeassessmentmethodsdiversifiedtoimprovetheirvalidity,authenticityandinclusivity,makingthemclearlyrelevantandworthwhileintheeyesofstudents.Gradingwouldfocusonfewerandmorechallengingsummativeassessments,whichcanbeeffectivelymeasuredinaquantitativeway,andtherewouldbeanincreaseintrulyformativeassessmentthatisthoroughlyintegratedwithteachingandlearning.
1.4.2 Students
Studentswouldbeofferedgreaterpartnershipinassessment,withaclearvoiceininstitutionaldecision-makingregardingassessment.Effortswouldbemadetoincreasetheirunderstandingandtrustinassessmentthroughgreateropportunityforself-andpeerreview,providingthemwithinformationaboutassessmentsafeguardsandbyengagingtheminenhancingassessmentpolicyandpractice.Inclusiveassessmentwouldbepromotedandembeddedinpoliciesandpracticetoenableallstudentstodemonstratewhattheyarecapableof.
1.4.3 Staff
Theassessmentliteracyofacademicstaffwouldbeparamount.Ourapproachwouldvalueprofessionaljudgementandrecognisethatacademicstandardscannoteasilybemadetransparent.Ontheotherhand,confidenceinthatjudgementwouldbeboostedbyintroducingconsistentmethodstoshareandsafeguardthese,oftentacit,standards.
1.4.4 Infrastructure
Ourvisionforassessmentwouldseetechnologiesestablishedandeffectivelyharnessedtoenhanceassessmentpractice,improvefeedbackandstreamlineassessmentinformationandadministration.Regulationswouldbereviewedtopromoteassessmentchangeandstudents’achievementswouldbecommunicatedinfairandconsistentways.
Withthisvisioninmind,thefollowingsectionsprovidethereaderwithprinciples,areviewtoolandfurtherresourcestoevaluateandsupportthedevelopmentofassessment.Thechallengeissignificant,butthepotentialbenefitsareequallygreat.TheHEAwelcomesfeedbackonthispublicationand,throughitsstaff,activitiesandresources,willendeavourtosupportinstitutionsinthisventure.
TheHEAwouldliketohearfromhighereducationinstitutionswhohaveusedthereviewtool,andtoreportonitsvaluefortheircontextandsuggestimprovements–visithttp://www.heacademy.ac.uk/assessmentformoreinformationonhowinstitutionscanfeedback.
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Section 2: Assessment standards: a Manifesto for ChangeIn2007and2009,theAssessmentStandardsKnowledgeexchange(ASKe)broughttogetherinternationalexperts,producingAssessment standards: a Manifesto for Changeforhighereducation12.Significantly,thisManifestoencapsulatesanevidence-informedapproachfortransformingassessment,andis“afirststeptowardsbringingaboutnecessarychangesinpolicyandpractice”.ThesixtenetsoftheManifestoprovideanorganisingframeworktotakeforwardthesechanges,andthissectionunpackseachofthetenets,withanexplanationofeachandassociatedkeypoints.
Thisworktothoroughly‘unpack’thetenetsinformedthedevelopmentofthereviewtoolinthefollowingsection:thetenetsandtheirkeypointswererecasttoformthestimulusquestionsofthistoolforhighereducationinstitutions.
12ASKe(AssessmentStandardsKnowledgeexchange)Assessment standards: a Manifesto for Change.Availablefrom:
http://www.brookes.ac.uk/aske/Manifesto/[25September2012].
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Tenet 1: Assessment for learning
The debate on standards needs to focus on how high standards of learning can be achieved through assessment. This requires a greater emphasis on assessment for learning rather than assessment of learning.
Explanation
Learningandassessmentshouldbeintegratedandfullyaligned.Assessmentisacrucialaspectoftheprocessbywhichstudentshaveahighqualitylearningexperience.Itshouldnotjustbeusedtoevidencethatlearningoutcomeshavebeenachieved.
Key points
• Assessmentmustbedesignedtodevelophighstandardsoflearning.Students’learningisenhancedwhenassessmentbuildsonpreviouslearningandrequiresdemonstrationofhigherorderlearningandintegrationofknowledge.
• Ahighqualitylearningprocessrequiresabalancebetweenformativeandsummativeassessmentensuringthatsummativeassessmentdoesnotdominate.Oneoftherolesofformativeassessmentistogivestudentsopportunitiesforpreparationandpracticebeforetheyaresummativelyassessed.
• Arangeofapproachestofeedbackinadditiontotutorcommentsonsubmittedworkneedtobeinplace.Studentsneedtodevelopthecapacitytousefeedbackeffectively.
Tenet 2: Ensuring assessment is fit for purpose
When it comes to the assessment of learning, we need to move beyond systems focused on marks and grades towards the valid assessment of the achievement of intended programme outcomes.
Explanation
Whileassessmentcontinuestohavearoleinaccreditingachievement,currentsystemsthatfocusonmarksandgradesneedtobereviewedbecauseinmanycasestheyarestatisticallyandintellectuallyindefensible.Systemsshouldfocusonthedemonstrationofthedevelopmentandachievementofintendedprogrammeoutcomes.
Key points
• Thereneedstoberecognitionofthedifficultiesinherentinmarkingsystems,andtheimbalancebetweenvalidityandreliabilityneedstoalsobeaddressedthroughanincreasedemphasisonassessmentvalidity.
• Programmelearningoutcomesshouldreflectwhatstudentsshouldachieve.Assessmentsshouldbesettoenablestudentstodemonstratethattheyachievedthelearningoutcomes,throughavarietyofroutesbestsuitedtotheirindividualneeds.
• Thereshouldbeafocusonprogrammeoutcomesbecausethequalificationstudentsareawardedshouldreflecttheirabilityattheendoftheprogramme,ratherthananaccumulationofmarks.
• Thevalidityoftheassessmentprocesscanbepromotedthrougheffectivecollaborationbetweenallthosewhoteachonaprogramme,allorientatedtowardstheassessmentofprogrammelearningoutcomes.
• Assessmentmethodsshouldnotbechosenforreliabilityalone,althoughreliabilityisanimportantconsideration.
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Tenet 3: Recognise that assessment lacks precision
Limits to the extent that standards can be articulated explicitly must be recognised since ever more detailed specificity and striving for reliability, all too frequently, diminish the learning experience and threaten its validity. There are important benefits of higher education which are not amenable either to the precise specification of standards or to objective assessment.
Explanation
Itisnotpossibletospecifypreciselyallmeaningfullearningorassessmentoutcomes.Precisedefinitioncouldnarrowthelearningexperienceandachievement.Therearesomeaspectsoflearningthatcannotbereasonablyassessed.
Key points
• Tosharestandardsinhighereducation,therehasbeenanoveremphasisondetailingcriteriaandlevels.Usingexplicitcriteriacannotcaptureallthedifferentaspectsofquality.
• Outcomesofhighlevelcomplexlearningcanbeassessedusingprofessionaljudgements.Thesejudgementsshouldbebasedonassociatedcriteriaandstandards,whicharesociallyconstructedandunderstoodwithinadisciplinecommunity.
• Standardsarebestdemonstratedthroughdiscussionaroundanonymousexemplarsofdifferentresponsestothesamepieceofassessedwork.
• Learningisatransformativeexperiencethatgoesbeyondtheperimetersofassessment.Theeffectsofassessmentextendoverandabovetheintendedoutcomes.
Tenet 4: Constructing standards in communities
Assessment standards are socially constructed so there must be a greater emphasis on assessment and feedback processes that actively engage both staff and students in dialogue about standards. It is when learners share an understanding of academic and professional standards in an atmosphere of mutual trust that learning works best.
Explanation
Bothstaffandstudentsneedtodeveloptheirownunderstandingsofwhatisrequiredfrom,andentailedin,theassessmentandfeedbackprocess.Theyarenotpassiverecipientsoftheprocess,butwillactivelyengagewithitovertime,buildingtheirknowledgeandexperience.Foreffectivelearningandassessmenttotakeplacetheremustbeanacceptanceofdifferinginterpretationsandunderstandings.Acommonunderstandingofthemeaningofstandards–bothacademicandprofessional–requiresmutualtrustanddialoguebetweenstaffandstudents.
Key points
• Itisimportantthatstaffandstudentsestablishasharedunderstandingofstandardsbothacademicandprofessional.Acommonunderstandingandsenseofvalueandtrustcanbefosteredthroughsocialandcollaborativeactivityamongthosewithinappropriatecommunities.
• Tounderstandstandardsstudentsneedtoengagewithacommunitythatdevelopsthosestandardswithinthediscoursesandpracticesoftheappropriatedisciplinesandprofessions.Thismighthappenatdifferentpointsintheassessmentcycleandinarangeofways.Thesedifferentaspectsmayinclude:- Whatismeantbystandards?- Howaretheymeasured?- Howdothecriteriausedtomarkassessmentsrelatetostandards?
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Tenet 5: Integrating assessment literacy into course design
Active engagement with assessment standards needs to be an integral and seamless part of course design and the learning process in order to allow students to develop their own, internalised conceptions of standards and to monitor and supervise their own learning.
Explanation
Coursesandassessmentsneedtobedesignedinwaysthathelpstudentstoachieveunderstandingoftherecognisedstandards.Understandingwillalsohelpthemtobecomeautonomouslearnerswhocanreadilyreflectonandreviewtheirownprogress,developmentandlearning.Appropriatelyinvolvingstudentsinthedesignofcourseswillhelpthisbemoreeasilyrealised.
Key points
• Assessmentliteracyisessentialtoeveryoneinvolvedinassessmentpractice.Ittakestimetodevelopunderstandingandskillsinassessment.Thesecanbegainedbyactiveinvolvementinaneducationalcommunityinwhichstudentsarecontributingpartners.
• Studentsareabletorealisecomplexandsophisticatedoutcomeswhentheyhavetheopportunitiestolearnabout,understand,internaliseandapplytherelevantstandards.Thiscanbeachievedthroughobservation,modelling,discussion,reflectionandpractice.
• Assessmentliteracyisaniterativeprocess,andthereforecoursedesignandimplementationshouldprovideunhurriedopportunitiesandtime–withinandacrossprogrammes–todevelopcomplexknowledgeandskills,andtocreateclearpathsforprogression.
• Encouragingself-andpeerassessment,andengagingindialoguewithstaffandpeersabouttheirwork,enablesstudentstolearnmoreaboutthesubject,aboutthemselvesaslearners,aswellasaboutthewaytheirperformanceisassessed.
Tenet 6: Ensuring professional judgements are reliable
Assessment is largely dependent upon professional judgement and confidence in such judgement requires the establishment of appropriate forums for the development and sharing of standards within and between disciplinary and professional communities.
Explanation
Assessmentofhighlevelcomplexlearningislargelydependentonholisticjudgementratherthanmechanisticprocesses.Academic,disciplinaryandprofessionalcommunitiesshouldsetupopportunitiesandprocesses,suchasmeetings,workshopsandgroupstoregularlyshareexemplarsanddiscussassessmentstandards.Thesecanhelptoensurethateducators,practitioners,specialistsandstudentsdevelopsharedunderstandingsandagreementaboutrelevantstandards.
Key points
• Althoughassessmentstandardsprovideafoundationfortheprocessofassessment,theyarenoteasytoexpress.Toalleviatethis,academic,disciplinaryandprofessionalcommunitiesmightsetupopportunitiesandmechanismstoregularlydiscussassessmentstandards.
• Becauseconsistentandeffectiveassessmentstandardsplayavitalpartininformingstudentlearning,itiscrucialthatthesearedevelopedandmaintained.
• Thesharinganddemonstratingofprofessionaljudgementsrelatedtoassessmentstandardsistheprimeresponsibilityofdisciplineorsubjectcommunities.
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Section 3: Assessment review tool
Thefollowingtoolwillenableyourhighereducationinstitutiontoreviewcurrentpolicyandpracticeinassessmentandfeedback,withaviewtoradicallyrethinkingtheinstitution’sassessmentstrategy.Thestimulusquestionsofthetoolprovideavaluablewaytoinitiatediscussion,captureandratetheextentofrelevantevidence,andidentifyanddevelopactions,basedaroundapproachestoassessmentandfeedbackthatarerelevanttoyourinstitution.
Thetooloffersanopportunityforyourinstitutiontoreflectonwhatisworkingwell,butthentotakeanhonestandopenlookatwhatneedstochangeindifferentareasofinstitutionalactivity.
3.1 Employing the tool
Itisrecommendedthatthereviewtoolisappliedasfollows:
PartAisdesignedtobeusedbyseniormanagers,suchasdeputyandpro-vice-chancellorsandvice-principalstoaddressstrategicinstitutionalissuesthatwillenableafocusonradicalchangesacrossaninstitution.
PartBisdesignedtobeusedbyaworkinggroupinvolvingadean,orheadofdepartment,curriculumleaders,courseorprogrammeleaders,educationaldevelopers,alongwithlecturerswhodeliverthecurriculum,andstudents.Thisworkinggroupcanprovidethenecessaryrangeofperspectivestoaddressassessmentissuesatthefaculty,school,collegeordepartmentlevel.
Areviewofassessmentpolicyandpracticecanthereforeengagearangeofcolleagueswithdifferingresponsibilitiesthatcontributetothetotalstudentlearningexperience.Inapplyingthetoolitislikelythatinpracticeaworkinggroupissetupforeachparticularfacultyorschool,butthiswilldependoninstitutionalandlocalneed.Itisalsorecommendedthatstudentsareincludedtogiveasfullapictureaspossibleofexistingpracticeandtohelptriangulatetheevidence.InthecaseofPartBabove,itisnoteworthythattheaboverolesare,ofcourse,oftenmixed,withstaffbothleadingprogrammesandteaching,forexample.
Throughtheuseofthetool,thereviewprocessisintendedtorecogniselocalautonomyandcontext,raiseawareness,engageawiderconstituency,andfacilitatedialogueanddevelopmentwithinandbetweendifferentunitsacrossaninstitution.Developedactionsfromthereviewprocesscanbeusedtoinformteaching,learningandassessmentstrategyandtorefine,reviseordevelop,asappropriate13.
Thereviewtoolisdevisedforseniormanagersandworkinggroupstocaptureandratetheextentofrelevantevidence,enablinganynecessarychangestobeprioritisedintheformofactions.Inaddition,theprocesscanhelptohighlighteffectivepracticesfordisseminationbothinternallyandexternally.Inallocatingaratingitisimportantthatevidenceisidentifiedthatjustifiestheassignedratingtoensure,asfaraspossible,anaccuratepicture.
13 Someinstitutionsmayhaveaseparateassessmentstrategy,whileotherswillintegrateassessmentissueswithinateaching
andlearningstrategy.
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Clearly,the‘findings’ofPartAandPartB,ortheoutcomesoftheprocessintheformofevidenceidentified,ratingsandactionsshouldbe‘broughttogether’toinformthedevelopmentofinstitutionalassessmentstrategy.Howthisprocessisundertakenandrealisedwilldependoninstitutionalcontextandpriorities:thetwopartsofthereviewtoolmightbeusedconcurrentlybyseniormanagersandworkinggroupsatthefaculty,schoolordepartmentlevel,orPartBmightbeusedasa‘startingpoint’,completedbydifferentdepartmentsorfaculties,providing‘evidence’forchange,whichcanalsodrivechangesattheleveloftheinstitution.Itisrecommendedthatqualityteamsarealsoinvolvedinthereviewprocess,andcontributetodiscussionandassociateddevelopments,astheycanprovidevaluableperspectivesonexistingpolicyandpractice.
3.2 The scope of the tool
Itisimportanttoemphasisethatthetoolhasbeendevelopedby‘recasting’thetenetsoftheManifesto,sothathighereducationinstitutionscaneffectivelytakeforwardradicalchangeinassessmentstrategy.Itisrecognisedthattherecanberelatedinstitutionalissuesconcerninginclusiveassessmentandacademicintegrity,whicharebeyondtheparticularfocusoftheManifestoandassociatedreviewtool.Toenhanceinstitutionalpolicyandpracticeintheseareas,itisrecommendedthatthefollowingresourcesareconsulted:
• SettingtheagendaforInclusiveAssessment:anauditingtoolisdesignedtoenablethereviewofassessmentstrategies,sothatinclusivepracticecanbedeveloped14;
• PolicyWorksprovidesgoodpracticeguidanceforinstitutionstosupportacademicintegrity,anddevelopprocedurestomanageunacceptableacademicpracticeinstudents(e.g.plagiarism,collusion,datafabrication)15.
TheHEAwouldliketohearfromhighereducationinstitutionswhohaveusedthereviewtool,andtoreportonitsvaluefortheircontextandsuggestimprovements–visithttp://www.heacademy.ac.uk/assessmentformoreinformation.
14 Waterfield,J.andWest,B.(2011)Setting the agenda for Inclusive Assessment: an auditing tool.PASS:ProgrammeAssessment
Strategies.Availablefrom:http://www.pass.brad.ac.uk/wp5-tool.pdf[25September2012].
15 Morris,E.withCarroll,J.(2011)Policy works: recommendations for reviewing policy to manage unacceptable academic practice
in higher education.TheHigherEducationAcademyJISCAcademicIntegrityService.Availablefrom:http://www.heacademy.
ac.uk/resources/detail/academicintegrity/policy_works[25September2012].
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Part A: Addresses strategic institutional issues in assessment and feedback
Thispartcanbeusedbyseniormanagerstoaddressstrategicinstitutionalissuesforradicalchangesacrossaninstitution.
Infocusingoneachstimulusquestionbelow:
• Ratetheextentofevidence,inwhich1=noneorverylittle,2=somebutinsufficient,3=justadequate,4=considerablebutstillsomegaps,5=fullandcomprehensive.
• Whatevidenceistheretosupportyourrating?Considerandprovideevidenceofexistingpolicyorpractice.
• Whatfurtherevidenceisneeded?Developappropriateactions(e.g.inrelationtoenhancements)basedontheratingsindicated(i.e.lowerratingsof1,2or3entailingparticularconsiderationofnecessaryactions).
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Tenet 1: Assessment for learningTowhatextentdoyourinstitutionalqualityandmanagementprocesses...
A1.1Giveappropriateprioritytotestingthestandards,designandvalidityofassessment?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
A1.2 Ensureanappropriatebalancebetweensummativeandformativeassessment?
1noneorverylittle
2somebutinsufficient
3justadequate
4 considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
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A1.3Viewassessmentandfeedbackacrossprogrammesinrelationtothestudentlearningexperience?
1noneorverylittle
2 somebutinsufficient
3justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
A1.4Promotetheengagementofstudentsintheassessmentprocesstoensuretheirunderstandingoftheroleofassessmentinlearning?
1noneorverylittle
2somebutinsufficient
3justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
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Tenet 2: Ensuring assessment is fit for purposeTowhatextentdoyourinstitutionalqualityandmanagementprocesses...
A2.1Emphasiseassessmentforlearningoversystemsfocusedonmarks,gradesandreliability?
1noneorverylittle
2somebutinsufficient
3justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
A2.2 Focusonthevalidassessmentofintendedlearningoutcomes?
1noneorverylittle
2somebutinsufficient
3justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
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A2.3Giveprioritytoprogrammelearningoutcomes?
1noneorverylittle
2somebutinsufficient
3justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
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Tenet 3: Recognise that assessment lacks precisionTowhatextentdoyourinstitutionalqualityandmanagementprocesses...
A3.1Emphasisesupplementarysupport(e.g.exemplars)tocommunicateassessmentstandardsbeyondtheuseofexplicitassessmentcriteria,levelsdescriptors,etc.?
1noneorverylittle
2somebutinsufficient
3justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
A3.2 Recognisethatitisnotalwayspossibletospecifyorassessimportantconsequencesofeducation?
1noneorverylittle
2somebutinsufficient
3justadequate
4 considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
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A3.3Recognisetheroleofprofessionaljudgementinassessmentalongsideexplicitstandards?
1noneorverylittle
2somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 4: Constructing standards in communities Towhatextentdoyourinstitutionalqualityandmanagementprocesses...
A4.1Fostercollaborationandthedevelopmentofacommonunderstandingofprofessionalandacademicstandards?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
A4.2 Supportaninfrastructurethatrecognisestheimportanceofthecreationandmaintenanceofdisciplinarycommunities?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4considerablebutstillsomegaps
5fullandcomprehensive
Evidence
Actions
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A4.3Facilitatedialoguebetweenstaffandstudentswithinthosedisciplinarycommunities?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 5: Integrating assessment literacy into course design Towhatextentdoyourinstitutionalqualityandmanagementprocesses...
A5.1Requiretheprogressivedevelopmentofstudents’assessmentliteracyinmeetingassessmentstandardsenablingthemtoapplyandreflectonthesestandards?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
A5.2 Ensurethatprogrammesintegratesupportandopportunitiesforstudentstopractisemonitoringandsupervisingtheirownlearning?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 6: Ensuring professional judgements are reliable Towhatextentdoyourinstitutionalqualityandmanagementprocesses...
A6.1Supportcolleaguesinshapingtheirprofessionaljudgementsincollaborationwiththeirdisciplinaryandprofessionalcommunities?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
A6.2 Fosteracultureinwhichpotentialbiasisrecognisedandaddressedtosafeguardthereliabilityofprofessionaljudgements?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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A6.3 Promoteaculturethatencouragescolleaguestosubstantiatetheirprofessionaljudgementscollaborativelythroughopenandhonestdiscussions?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Part B: Addresses issues in assessment and feedback at the faculty, school, college or department level
Thispartcanbeusedbyaworkinggroupinvolvingadean,orheadofdepartment,curriculumleaders,courseorprogrammeleaders,educationaldevelopers,lecturersandstudents.
Infocusingoneachstimulusquestionbelow:
• Ratetheextentofevidence,inwhich1=noneorverylittle,2=somebutinsufficient,3=justadequate,4=considerablebutstillsomegaps,5=fullandcomprehensive.
• Whatevidenceistheretosupportyourrating?Considerandprovideevidenceofexistingpolicyorpractice.
• Whatfurtherevidenceisneeded?Developappropriateactions(e.g.inrelationtoenhancements)basedontheratingsindicated(i.e.lowerratingsof1,2or3entailingparticularconsiderationofnecessaryactions).
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Tenet 1: Assessment for learningTowhatextent...
B1.1Areyouconfidentthatassessmenttasksdemandhighstandardsoflearning?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B1.2 Isassessmentforlearninggivenemphasisinrelationtoassessmentoflearning?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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B1.3Doyouensureanappropriatebalancebetweensummativeandformativeassessmentattheprogrammelevel?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B1.4Isassessmentandfeedbackplannedwithinandacrossprogrammestoensureappropriatestudentpreparationandpracticebeforesummativeassessmenttakesplace?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 2: Ensuring assessment is fit for purpose Towhatextent...
B2.1Isthereanemphasisonassessmentforlearningoversystemsfocusedonmarks,gradesandreliability?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B2.2 Doestheassessmentdesignprocessensurevalidassessmentoftheintendedlearningoutcomes?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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B2.3Isthetrade-offbetweenreliabilityandvalidityofassessmentdebated?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B2.4Areassessmentdecisionsinrelationtodesign,developmentandvarietymadewithinaprogrammecontextandfocusedonprogrammelearningoutcomes?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 3: Recognise that assessment lacks precision Towhatextent...
B3.1Isthereacknowledgementofthelimitationsofexplicitassessmentstandards?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B3.2 Isthereanexplorationoftheimpactofexplicitassessmentcriteriaonassessmentpracticeandtheworkofstudents?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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B3.3Isthererecognitionthatitisnotalwayspossibletospecifyorassessimportantconsequencesofeducation?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B3.4Isitacceptablefortheroleofprofessionaljudgementtobepartoftheassessmentprocess,alongsidetheuseofexplicitcriteria?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 4: Constructing standards in communities Towhatextent...
B4.1Arethereopportunitiestoengageindialogueaboutstandardsamongstaff?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B4.2 Arethereopportunitiestoengageindialogueaboutstandardsbetweenstaffandstudents?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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B4.3Arestudentsencouragedtoparticipateindisciplinarycommunities?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B4.4Dolocaldisciplinarycommunitiesplayaroleinfacilitatingcollaborationaboutassessmentstandards?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 5: Integrating assessment literacy into course design Towhatextent...
B5.1Istherearecognitionofthebenefitsofassessment-literatestudents?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B5.2 Isthereanemphasisonbuildingstudents’assessmentliteracythroughalearningprocessinwhichtheyinternalise,applyandreflectonassessmentstandards?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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B5.3Arestudentssupportedtopractisemonitoringandsupervisingtheirownlearning?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Tenet 6: Ensuring professional judgements are reliable Towhatextent...
B6.1Areopportunitiestakentosharetherationaleforassessmentjudgementsamongcolleaguestogiveconfidenceinsuchjudgements?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B6.2 Aretheresupportmechanisms,suchasmentoringtohelpstaffbuildconfidenceintheformationandreliabilityoftheirassessmentjudgements?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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B6.3Areprofessionaljudgementsmadewithinthewidercontextofdisciplinaryandprofessionalcommunities?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
B6.4Isthepotentialforbiasinprofessionaljudgementsacknowledged?
1 noneorverylittle
2 somebutinsufficient
3 justadequate
4 considerablebutstillsomegaps
5 fullandcomprehensive
Evidence
Actions
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Section 4: An annotated selection of resources 4.1 Core texts in support of the tenets
Boud,D.andFalchikov,N.(2006)AligningAssessmentwithlong-termlearning.Assessment and Evaluation in Higher Education.31(4),399-413.
Thispaperhighlightstheneedforassessmentreformtosupportgraduatesintheirfuturelives.Itissuggestedthatthroughchangesinlearningandassessmentpractices,studentscanbecomeassessorswithinthecontextofparticipationinpractice.Itisthiskindofhighlycontextualisedlearningthatenablesthemtomeetthechallengesoflifelonglearning.Thislinkstothetenetsrelatingtovalidassessment(tenet2),sociallyconstructedstandards(tenet4)andassessmentstandardsasanintegralpartoftheprogramme(tenet5).
Gibbs,G.andSimpson,C.(2004-5)Conditionsunderwhichassessmentsupportsstudents’learning.Learning and Teaching in Higher Education.1(1),3-29.Availablefrom:http://www.open.ac.uk/fast/pdfs/Gibbs%20and%20Simpson%202004-05.pdf[25September2012].
Thisarticlefocusesontheevaluationofassessmentarrangementsandthewaytheyaffectstudentlearningoutofclass.Itisassumedthatassessmenthasanoverwhelminginfluenceonwhat,howandhowmuchstudentsstudy.Thearticleproposesasetof“conditionsunderwhichassessmentsupportslearning”andjustifiesthesewithreferencetotheory,empiricalevidenceandpracticalexperience.Theseconditionsareofferedasaframeworkforteacherstoreviewtheeffectivenessoftheirownassessmentpractice.
Strongcorrelationcanbeseentothethemesofassessmentforlearning(tenet1),validassessment(tenet2),dialogueaboutstandardsbetweenstaffandstudents,includingfeedbackprocesses(tenet4),andactiveengagementthroughintegratingassessmentliteracyintocoursedesign(tenet5).
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James,M.(2006)Assessment,teachingandtheoriesoflearning.In:Gardner,J.(ed.)Assessment and Learning.London:Sage,pp.45-60.
James,M.(2012)Assessmentinharmonywithourunderstandingoflearning:problemsandpossibilities.In:Gardner,J.(ed.)Assessment and Learning.2nded.London:Sage,pp.187-205.
Thechapterinthefirsteditionexaminestheimplicationsforassessmentpracticeofthreeclustersoflearningtheories:behaviourist,cognitiveandconstructivist,andsociocultural.However,itissuggestedthatsocioculturaltheorieshavenotyetledtowell-worked-outformsofassessment.Keyelementsofasocioculturalapproachtoassessmentare:collaboration,authentictasks,holisticassessmentsandself-assessment(tenet3andtenet5).
Thesecondeditionchapteroffersarevisedfocusandoutlinestheproblemsandpossibilitiesofdevelopingassessmentpracticecongruentwithsocioculturallearningtheory.Althoughthereispotentialfordevelopmentofassessmentbasedonsocioculturalperspectives,whichwouldhavegreatervalidity,reliabilityofassessmentresultsremainsanissue(tenet2).
Joughin,G.(2010)Thehiddencurriculumrevisited:acriticalreviewofresearchintotheinfluenceofsummativeassessmentonlearning.Assessment and Evaluation in Higher Education.35(3),335-345.
Theauthorcritiquesthreeclassicstudiesfrequentlycitedinsupportoftheviewthatassessmenthasastronginfluenceonstudents’learning,oftenatthedetrimentoflearningforlearning’ssake.Giventhelimitationsoftheresearchprojects,itisquestionedwhethertheoutcomesprovideenoughevidencefortheclaimsthathavesupportedresearchontherelationshipbetweenassessmentandlearning.Joughincallsforanewresearchagendathatwouldincludeamoreevidence-basedapproachtoresearchonalternativeassessmentdesignsandtheirrelationshiptolearning.Thistextisagoodintroductiontofurtherdevelopmentoftheargumentforassessmentforlearning(tenet1).
Knight,P.(2002)SummativeAssessmentinHigherEducation:Practicesindisarray.Studies in Higher Education.27(3),275-286.Availablefrom:http://dx.doi.org/10.1080/03075070220000662[25September2012].
Thearticlebeginswithaviewoflearningandofwhatitsassessmententails,arguingthatitishelpfultodistinguishbetweenassessmentsystemsprimarilyintendedtoprovidefeedoutandthoseintendedtoprovidefeedback.Attentionisthenconcentratedonsummative,feedout,orhighstakesassessment,whichissupposedtobehighlyreliable.Anumberofdifficultieswithcurrentpracticesareidentified,leadingtotheclaimthathighstakesassessmentinfirstdegreesisinsuchdisarraythatitisdifficulttoknowwhatgradesorclassificationsmean,anditisriskytotreatthemasreliable.Thislinkswiththetenetsrelatingtoprofessionaljudgementandsharingstandards(tenet6)andactivelyengagingindialogueaboutthem(tenet4),whilealsoacknowledging theissueoftheextenttowhichstandardscanbearticulated(tenet3).
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Knight,P.(2006)Thelocalpracticesofassessment.Assessment and Evaluation in Higher Education.31(4),435-452.
Itisarguedthatassessmentdiscoursesareessentiallylocaldiscourses.Thecaseisdevelopedbydistinguishingbetweenthreeformsofassessment:backgroundassessment,warrantingachievement,andlearning-orientedassessment.Itisarguedthatthedifferentformsofassessmentsupportdifferentdegreesofconfidenceinlocallyconstructedjudgementsofachievement(tenet4andtenet6).
McDowell,L.,Sambell,K.andDavison,G.(2009)Assessmentforlearning:abriefhistoryandreviewofterminology.In:RustC.(ed.)Improving student learning through the curriculum.Oxford:OxfordCentreforStaffandLearningDevelopment,pp.56-64.
‘Assessmentforlearning’waspromotedintheUKbytheAssessmentReformGroup;however,amemberofthegroup,PaulBlack,hascalledtheterm“afreebrandnametoattachtoanypractice”.Inareviewoftheterminology,itisproposedthatanintegratedmodelofassessmentforlearningincludesafeedback-richenvironment,activeparticipationbystudents,developmentofstudentautonomy,areductioninthedominanceofsummativeassessment,andtheuseofauthenticandcomplexmethodsoflearningandassessment(tenet1).
Nicol,D.andMacFarlane-Dick,D.(2006)Formativeassessmentandself-regulatedlearning:amodelandsevenprinciplesofgoodfeedbackpractice. Studies in Higher Education.31(2),199-218.
Theresearchonformativeassessmentandfeedbackprocessesisreinterpretedtoshowhowtheseprocessescanhelpstudentstotakecontroloftheirownlearning(i.e.becomeself-regulatedlearners).Thisreformulationisusedtoidentifysevenprinciplesofgoodfeedbackpracticethatsupportself-regulation.Theshiftinfocus,wherebystudentsareseenashavingaproactiveratherthanareactiveroleingeneratingandusingfeedback,hasprofoundimplicationsforthewayinwhichteachersorganiseassessmentsandsupportlearning.
Thesevenprinciplesareconsistentwithassessmentforlearningapproaches(tenet1),facilitationofteacherandpeerdialogues(tenet4)anddevelopmentofself-assessmentskills(tenet5).
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Orr,S.(2010)‘Wekindoftrytomergeourownexperiencewiththeobjectivityofthecriteria’:Theroleofconnoisseurshipandtacitpracticeinundergraduatefineartassessment.Art, Design and Communication in Higher Education,9(1),5-19.
Thisarticle,whichreportsonfineartlecturers’assessmentpractices,exploresthechallengesassociatedwiththeassessmentofcreativepractice.Creativedisciplinesarepremisedontheassumptionthatstudentswillproduceworkthatiscreativeandtosomeextent,unanticipated.Asaresult,thereisadegreeofindeterminacyinthelearningoutcomes(tenet3).Therearetwokeyareasexploredinthisarticle.Firstly,thepaperbuildsacaseforresearchingandunderstandingassessmentpracticeswithinthedisciplines.Secondly,drawingonWenger’sresearch,itoffersarenderingofthewaysthatcreativepracticelecturersworkin,andrelyon,communitiesofpracticetosecureassessmentstandards(tenet4).Byapplyingthetenets’principlestothedisciplinarycontextoffineart,thisarticleoffersatemplateforarticulatingassessmentrigourincreativedisciplines(tenet6).
O’Donovan,B.,Price,M.andRust,C.(2008)Developingstudentunderstandingofassessmentstandards:anestedhierarchyofapproaches.Teaching in Higher Education.13(2),205-217.
Thisarticlereviewsapproachestosharingstandardsinassessmentsandhighlightsthelimitationsofmakingstandardsexplicitforcomingtoanunderstandingofthem.A‘communityofpractice’approachtodefiningandsharingstandardsisofferedasthewayforward.Theauthorsproposethreepracticalwaysinwhichsuchacommunityapproachwithintheassessmentenvironmentmaybepromptedandenhanced,whichisthroughtheuseofasociallearningspace,sociallearningandcollaborativeassessmentpracticeswithincurricula,anddevelopingstudent‘pedagogicalintelligence’.
Thislinkswithconstructingstandardsthroughprocessesofassessmentandfeedback(tenet4)andactiveengagementwithstandards(tenet5).
Price,M.,Rust,C.,O’Donovan,B.,Handley,K.,withBryant,R.(2012)Assessment Literacy: The Foundation for Improving Student Learning.AssessmentStandardsKnowledgeexchange(ASKe),OxfordCentreforStaffandLearningDevelopment,OxfordBrookesUniversity.
Thisbookexaminestheroleofassessmentliteracyinimprovinglearning.Itsemphasisonhowtodevelopstudents’assessmentliteracyalignswiththeholisticchangeproposedinAMarkedImprovementanditprovidesargumentsthatsupportallthetenets.Thebookviewsassessmentliteracyasagatewayforstudents(andstaff)leadingtogreaterlearningthroughassessment.Akeyelementofassessmentliteracyisunderstandingthepurposes,natureandstandardsofassessment,whicharedevelopedthroughactiveinvolvementinassessmentpractices(tenet1),activeengagementwithassessmentstandards(tenets3,and5)andinvolvementindialogueaboutassessment(tenets4and6).Approachestodevelopingassessmentliteracyatallstagesofaprogrammearecoveredinthebook.
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Sadler,D.R.(1987)Specifyingandpromulgatingachievementstandards.Oxford Review of Education.13(2).Availablefrom:http://www.jstor.org/stable/1050133[25September2012].
Thispaperpicksapartthelabelsofcriterionandstandard,andputsforwardthecaseforassessmentthatdrawsonprofessionaljudgement.Thekeythemesofnumericalcut-off,tacitknowledge,exemplarsandverbaldescriptorsarediscussedindetail.Mattersofthefallibilityofteachers’judgements,howjudges‘know’standardsandtheunreliabilityofassessmentduetopersonaldifferences,arejustasrelevantnowastheywereatthetimeofwriting,andtheserelatestronglywiththechallengeofbeingabletospecifyassessmentoutcomes(tenet3),engagingindialogueoverstandards(tenet4)andthedependenceonprofessionaljudgement(tenet6).
Sambell,K.,McDowell,L.andMontgomery,C.(2012)Assessment for Learning in Higher Education. Abingdon,Oxon:Routledge.
Thisbookisavaluableresourceforpracticeandpolicyinassessmentandaddressesallofthetenets.Inparticular,itdrawsontheexperienceoftheAssessmentforLearning(AfL)CETL,supportingtheshiftinemphasisfromassessmentoflearningtoassessmentforlearning(tenet1)andtherebalancingofformativeandsummativeassessment.Examplesillustratewaysinwhichassessmentcanbevalid,authenticandfitforpurpose(tenet2)andactivelyengagestudents,sothattheydevelopassessmentliteracy(tenet5).Ineachchapter,thebooksupportsputtingassessmentforlearningintopracticethroughthepresentationofaricharrayofexamples,fromawiderangeofdisciplines,thatarereadilytransferable.Thesedrawonextensivepracticeandresearch,andtheyforegroundstudentvoices.Keytheoreticalperspectivesanddebatesareidentifiedanddiscussed.Readersarepromptedtointerrogatetheirownpracticeusingkeycriticalquestions.
Shay,S.(2005)Theassessmentofcomplextasks:adoublereading.Studies in Higher Education.30(6),663-679.
Thisarticleconsidersassessmentasasociallysituatedinterpretiveactandfocusesonprocessesofjudgementinmarking,drawingonBourdieu’stheoryofsocialpractice.Thereisacomprehensivedescriptionofapracticalexampleofa‘doublereading’processwhereassessmentofastudentperformanceisseenasbothobjectively(relatingtostructuresandvaluesofthewidersociety)andsubjectivelygrounded.Theroleofanacademiccommunityofpracticeinjudgementsonstudentperformanceisdiscussed.Thisthemestronglylinkswithboththeextenttowhichstandardscanbearticulated(tenet3)andsharingprofessionaljudgements(tenet6).
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4.2 Resources for leaders and senior managers
Boud,D.andassociates(2010)Assessment 2020: Seven propositions for assessment reform in higher education.AustralianLearningandTeachingCouncil.Availablefrom:http://www.iml.uts.edu.au/assessment-futures/[25September2012].
ThesepropositionsfromAustraliacontainsimilarideasasthoseexpressedintheManifesto.ThedevelopmentofthesepropositionswasundertakeninconsultationwithacademicsandleadersofthevastmajorityofAustralia’shighereducationinstitutions,andtheresourceincludesexamplesofpracticalinitiativesandcasestudies.
Brown,S.(2011)Bringingaboutpositivechangeinhighereducation:acasestudy.Quality Assurance in Education.19(3),195-207.
Thisarticlediscussessomeofthekeyleversuniversitymanagerscanusetobringaboutchangeinteaching,learningandassessmentpractices,withreferencetochangesinaparticularinstitution.Usingarangeofinterventions,thisarticledescribeshowaconcertedeffortwasmadetoimproveclassroomteaching,assessmentandfeedback,andthewaysinwhichactionstakeninresponsetostudentfeedbackwerereportedbacktostudents.
Campbell,S.(2008)Assessment Reform as a Stimulus for Quality Improvement in University Learning and Teaching: An Australian Case Study.PaperpresentedattheOECDIMHE2008GeneralConference,Paris,France,8-10September.Availablefrom:http://www.oecd.org/dataoecd/60/9/41203854.pdf[25September2012].
Improvingassessmentqualityandpracticeisaparticularchallengeforhighereducationleaders.Internationally,assessmentpracticeisseenasinneedofimprovement;atthesametimethereisapreoccupationwithleaguetablesandstandards.ThisarticledescribesanassessmentreformprocessattheUniversityofWesternSydney.Thisyear-longprocessentailedthesimultaneousdevelopmentofanewassessmentpolicy,anassessmentguide,andcommunitiesofpracticearoundassessment.Thereformprocesshadeffectsbeyondpedagogyandimpingedonmanagementprocesses,curriculumrenewal,attitudestostudentcentredness,highereducationscholarship,governancearrangements,professionaldevelopment,andindustrialrelations.Insummary,itisarguedthatstudentassessmentreformisastrongleverforqualityimprovementinlearningandteaching,andbeyond,andthatitposeschallengesforhighereducationleadersinabroadrangeofmanagementdomains.Thesethemesprovideastrongassociationwiththetenetsofvalidassessment(tenet2),‘standardssharing’(tenets3and6)andtheprocessesofassessmentandfeedback(tenet4).
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Gibbs,G.(2005) Being strategic about improving teaching and learning.KeynotepaperdeliveredattheHigherEducationResearchandDevelopmentSocietyofAustralasia(HERDSA)2005Conference,Sydney.Availablefrom:http://conference.herdsa.org.au/2005/knote_gibbs.pdf[25September2012].
Thispaperprovidesanexcellentoverviewofthenumerouschallengesfacedbyuniversities,sympathisingwiththedifficultiesofinstitutionalchangeandthetimechangetakestobecomeembedded.Whilethefocusisonresearch-intensiveinstitutions,thereferencestomethodsofchangeandpracticalconsiderationsinteaching,learningandassessmentmakethisavaluableresourcefordecision-makersandausefulstartingpointforthedebateonstandards(tenet1).Additionally,someoftheapproachesprovideusefuldiscussionpointsinconsideringhowtoimplementstrategicchangeinassessmentpractices.
Price,M.,Carroll,J.,O’Donovan,B.andRust,C.(2011)‘IfIwas going thereIwouldn’tstartfromhere’: acriticalcommentaryoncurrentassessmentpractice.Assessment and Evaluation in Higher Education.36(4),479-492.
Thispaperwasinitiallypreparedtoforegroundaninternaldocumentprovidingdiagnosisandrecommendationsforchangetoassessmentstrategyandpolicyinapost-1992university. Itdrawsonawidebodyofliteratureandresearchstudiestodistilanddiscusskeyissuesthatshouldinformassessmentdecisions. Thesekeyissuesprovideaframeworktoexamineassessmentpolicyandpractice,andenablethealignmentofassessmentpolicywiththebeliefsandvaluesofaninstitution.
Sadler,D.R.(2005)Interpretationsofcriteria-basedassessmentandgradinginhighereducation.Assessment and Evaluation in Higher Education.30(2).Availablefrom:http://sus.slu.se/kurser/betygskurs/criteriabased_assessment_sadler.pdf[25September2012].
Theincreasinguseofcriteria-basedapproachestoassessmentandgradinginhighereducationisaconsequenceofitssoundtheoreticalrationaleanditseducationaleffectiveness.Thisarticleisbasedonareviewofthemostcommongradingpoliciesthatpurporttobecriteria-based.Theanalysisshowsthatthereisnocommonunderstandingofwhatcriteria-basedmeansorwhatitimpliesforpractice.Thishasinhibitedhighqualitydiscourse,researchanddevelopmentamongscholarsandpractitioners.Additionally,theconceptsof‘criteria’and‘standards’areoftenconfusedand,despitetheuseofcriteria,thefundamentaljudgementsteachersmakeaboutthequalityofstudentworkremainsubjectiveandsubstantiallyhiddenfromstudents’view.
Thisisausefulpapertoimproveunderstandingofthenotionsofcriterion-basedassessmentandstandards,whichlinktothetenetsof‘standardssharing’andreliableprofessionaljudgements(tenet4andtenet6).
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4.3 Resources for educational developers and practitioners
ASKe1,2,3leafletsarepracticalguidesontheassessmentthemesoftheManifesto.Availablefrom:http://www.brookes.ac.uk/aske/resources/index.html.
ExamplesofhoweachtenetoftheManifestoisbeingimplementedthroughavarietyofprojectsandinitiativesareavailablefrom:http://www.brookes.ac.uk/aske/Manifesto/TheAssessmentManifesto.html.
TheCentreforExcellenceinAssessmentforLearning,setupin2005atNorthumbriaUniversity,carriedoutpedagogicresearchintoareasofassessment,developinganevidencebaseandgoodpracticeresources,whichareavailablefrom:http://www.northumbria.ac.uk/cetl_Afl.
Bloxham,S.andBoyd,P.(2007)Developing Effective Assessment in Higher Education: a practical guide.Maidenhead:McGraw-Hill,OpenUniversityPress.Availablefrom:http://www.mcgraw-hill.co.uk/openup/chapters/9780335221073.pdf[25September2012].
Thispublicationreviewsthereasonsforchangeinthecurrenthighereducationcontext,includingareviewoftheconflictingpurposesofassessment.Itthendiscussesthepracticalitiesandchallengesofplacingassessmentpracticesatthecentreofteachingandlearningstrategies.Itexamineshowthevariousrolesofthestudent,teacher,markerandmoderatorareaffected,withclearsignpostingtotheneedtodevelopaholisticandcoherentassessmentstrategy.Asthisbookiscomprehensive,alltenetscanbeseenaslinkedtothediscussion.
Brown,S.andKnight,P.(1994)Assessing learners in higher education.London:KoganPage.
Thisearlycontributiontotheassessmentdebateincludesoneofthefirstreferencesto‘assessmentforlearning’inthehighereducationenvironment.Itoutlinesawidevarietyofassessmentmethods‘onthepage’and‘offthepage’thatarestillusefultocurriculumdesignerstoday,arguingthattheselectionofmethodsandapproachesforassessmentshouldaligncloselywithpurpose,timing,agencyandcontext.
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Carless,D.(2007)Learning-orientedassessment:conceptualbasesandpracticalimplications.Innovations in Education and Teaching International. 44 (1), 57-66.
Thispaperreviewstheideaoflearning-orientedassessment,whichaimstostimulategoodlearning,developautonomyandself-direction,andprovideeffectiveandtimelyfeedback.Anexampleofamodulethatprovidedagoodbalancebetweenformativeandsummativeassessmentisdescribed.Summativeassessmentisbasedontwocourseworktasksinthemiddleandendofthemodule.Formativeassessmentisbuiltaroundthisbyfeedbackgivenintutorialstwoweeksbeforethefirstassignmentisdue.Writtenfeedbackisreturnedpromptlyaftersubmission,alongsideclasstimeforatutor-leddiscussionofissuesforstudentstoconsiderintheirsecondassignments.Studentsarerequiredtoparticipateinactivitiestodeveloptheirunderstandingofassessmentcriteriaandself-evaluatetheworktheyhandin.
Ecclestone,K.(2000)Assessmentandcriticalautonomyinpost-compulsoryeducationintheUK.Journal of Education and Work.13(2),141-162.
Thispaperproblematisestheconceptofautonomyandprovidesatheoreticalbaseforconsideringautonomyanditsrelationshipstomotivationandassessment.Threeversionsofautonomyareidentifiedanditisproposedthattheyareallrequiredforeffectivelearning.Proceduralautonomyisaboutstudentself-managementwithinastructuredlearningandassessmentcontext.Personalautonomyisevidentwhenstudentsareabletoactasreflectivelearners,undertakingself-regulationandself-directionwithinasupportivelearningenvironment.Finally,criticalautonomyfocusesonacriticalapproachtosubjectmatterandestablishedknowledge.Itisarguedthatthedevelopmentofautonomyrequiresstructuredassessmentforlearningwithembeddedformativeanddiagnosticassessment.
JISC:historically,theacronymstoodfor‘JointInformationSystemsCommittee’butJISC’srolehasevolvedbeyondthatofan‘informationsystemscommittee’.Itcontinuestochampiontheuseofdigitaltechnologyinresearch,teachingandlearning(http://www.jisc.ac.uk/).
TheJISCAssessmentandFeedbackprogramme,whichrunsuntilAugust2014,“isfocusedonsupportinglarge-scalechangesinassessmentandfeedbackpractice,supportedbytechnology,withtheaimofenhancingthelearningandteachingprocessanddeliveringefficienciesandqualityimprovements”.Furtherinformationonthisprogrammeisavailablefrom:http://www.jisc.ac.uk/whatwedo/programmes/elearning/assessmentandfeedback.aspx,includingsummariesandproposalsoffundedprojects.
TheJISCpublication,Effective Assessment in a Digital Age: A guide to technology-enhanced assessment and feedback (2010)providesarangeofcasestudies,alongwithsupportingonlineresources,andisavailablefrom:http://www.jisc.ac.uk/media/documents/programmes/elearning/digiassass_eada.pdf[25September2012].
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Knight,P.T.andYorke,M.(2003)Authenticityinassessment.In:Assessment, Learning and Employability.Maidenhead:SRHEandOpenUniversityPress,pp.97-107.
Inthischapter,authenticityinassessmentisviewedasawayofpromotingandvaluinggenuinelearning,specificallyinrelationtoemployability.Summativeassessmentofauthenticactivity,suchaslearningonworkplacementsoftenprovesproblematic.Issuesofvalidityandreliabilityaresignificant.Theconceptof‘ecologicalvalidity’isusedtoevaluateauthenticassessment.Portfoliosareusedasanexampleofauthenticassessmentastheyenablestudentstomakeclaimstoachievementindifferentways,withdifferenttypesofevidence.Caremustbetakentosafeguardtheauthenticityofportfoliosforassessmentasastudentmayberewardedfortheirgoodskillsin‘presentingtext’ratherthanagenuinelygoodperformanceofthedesiredskillsintheprogramme.
Rust,C.,Price,M.andO’Donovan,B.(2003)Improvingstudents’learningbydevelopingtheirunderstandingofassessmentcriteriaandprocesses.Assessment and Evaluation in Higher Education.28(2).Availablefrom:http://oxfordbrookes.academia.edu/ChrisRust/Papers[25September2012].
Thispaperreportsonthefindingsofatwo-yearresearchproject,whichhadasafocus,thedevelopmentofstudents’understandingofassessmentcriteriaandtheassessmentprocessthroughastructuredintervention.Thisinterventioninvolvedbothtacitandexplicitknowledgetransfermethods.Theconclusionsdrawnfromtheevidencearethatstudentlearningcanbeimprovedsignificantlythroughsuchanintervention,withpossiblelastingandtransferableoutcomes.
Sambell,K.,McDowell,L.andBrown,S.(1997)‘Butisitfair?’Anexploratorystudyofstudentperceptionsoftheconsequentialvalidityofassessment.Studies in Educational Evaluation.23(4),349-371.
Thisresearchisanin-depthstudyinarangeofsubjectsoftraditionalandmoreinnovativeassessmentmethods.Itlooksbroadlyattheimpactofassessmentpracticesonstudents’perceptionsoflearningandontheirlearningbehaviour,termed‘consequentialvalidity’.Keyfindingswerethatstudentsfeltthatmanytraditionalformsofassessmenthadanegativeimpactonlearning,wereartificialormeaningless,andinaccuratemeasuresoflearning,andtherefore‘unfair’.
VandenBerg,I.,Admiraal,W.andPilot,A.(2006)Peerassessmentinuniversityteaching:evaluatingsevencoursedesigns. Assessment and Evaluation in Higher Education.31(1),19-36.
Peerassessmentisunderstoodtobeanarrangementwithstudentswheretheyassessthequalityoftheirfellowstudents’writingsandgivefeedbacktoeachother.Thisarticlediscussestheuseofpeerassessmentatthecourselevelandreviewssevencasestudies.Theaimistoagreeanoptimaldesignafteraconsiderationoftherangeoffactorsinvolved,includingqualityofactivities,interactionbetweenstudentsinoralpeerfeedback,learningoutcomesandevaluationofpeerassessment.Thisarticlemaybeofassistancetoexplorethetypeofpeerassessmentmostsuitedtoaparticularfacultyorprogramme,andlinkswith‘standardssharing’andtheprocessesofassessmentandfeedback(tenet4).
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