Assessment in Assessment in Lifelong LearningLifelong Learning

Dr Adam LongcroftDr Adam LongcroftSchool of Education & Lifelong LearningSchool of Education & Lifelong Learning

5 July 20075 July 2007

Reflecting on Practise

CONTINUING EDUCATION CONTINUING EDUCATION IN CONTEXT:IN CONTEXT:

Who are We and What do We Who are We and What do We

Do?Do?

Continuing Education: Our MissionContinuing Education: Our Mission

Continuing Education is committed to Continuing Education is committed to assisting UEA in fulfilling its stated aim assisting UEA in fulfilling its stated aim of being ‘a good regional citizen’ of being ‘a good regional citizen’ dedicated to ‘enhancing the economic, dedicated to ‘enhancing the economic, social and cultural life of the region’.social and cultural life of the region’.

Our mission is to provide part-time Our mission is to provide part-time programmes which meet the personal programmes which meet the personal and professional development needs and professional development needs of a diverse range of learners and of a diverse range of learners and employers. employers.

Though our role is primarily a regional Though our role is primarily a regional one, the growth of on-line programmes one, the growth of on-line programmes enables us to increasingly engage with enables us to increasingly engage with learners on an international basis.learners on an international basis.

Continuing Education: Our RegionContinuing Education: Our Region

The Continuing Education programme The Continuing Education programme at UEA provides higher education at UEA provides higher education learning opportunities across Norfolk learning opportunities across Norfolk and Suffolk.and Suffolk.

Key centres for Continuing Education Key centres for Continuing Education courses include courses include Norwich, King’s Lynn, Norwich, King’s Lynn, Ipswich, Lowestoft, Diss, Cromer, Ipswich, Lowestoft, Diss, Cromer, FakenhamFakenham and and ThetfordThetford..

Continuing Education is also Continuing Education is also committed to overcoming the committed to overcoming the obstacles to participation in higher obstacles to participation in higher education in a predominantly rural education in a predominantly rural region by running courses in smaller region by running courses in smaller rural communities such as rural communities such as Weeting, Weeting, Reepham, Blakeney, Sedgeford and Reepham, Blakeney, Sedgeford and AldeburghAldeburgh..

Continuing Education: Our ProgrammeContinuing Education: Our Programme

The Continuing Education The Continuing Education Programme includes a wide variety Programme includes a wide variety of courses and awards including:of courses and awards including:

Day Schools (normally Saturdays)Day Schools (normally Saturdays) Short 5 & 10 credit ‘taster’ units (one Short 5 & 10 credit ‘taster’ units (one

term or less)term or less) 20 credit units (normally two terms)20 credit units (normally two terms) Certificate in Continuing Education Certificate in Continuing Education

(either one or two years)(either one or two years) Certificate of Higher Education (two Certificate of Higher Education (two

years)years) Diploma of Higher Education (four Diploma of Higher Education (four

years total)years total) Diplomas (one year)Diplomas (one year) Foundation Degree ‘Top-Ups’ (one Foundation Degree ‘Top-Ups’ (one

year)year)

Most Units are Open Access!!

BA (Hons) Professional Studies (120 credits, Level 3)

Continuing Education: SubjectsContinuing Education: Subjects

HistoryHistory ArchaeologyArchaeology Art HistoryArt History Architectural Architectural HistoryHistory Medieval StudiesMedieval Studies Landscapes Landscapes StudiesStudies ScienceScience LiteratureLiterature Classical StudiesClassical Studies Sports DevelopmentSports Development

Creative WritingCreative Writing PhilosophyPhilosophy PoliticsPolitics Professional Professional StudiesStudies Film StudiesFilm Studies Cultural StudiesCultural Studies Counselling SkillsCounselling Skills MusicMusic PsychologyPsychology Emergency Medical Emergency Medical

CareCare

The Continuing Education Programme also The Continuing Education Programme also covers a wide variety of subjects:covers a wide variety of subjects:

Continuing Education: Our StudentsContinuing Education: Our Students Our student body spans a wide age range. Our student body spans a wide age range. Our youngest student is 18, our oldest (in 2005) Our youngest student is 18, our oldest (in 2005) was 87. was 87. Educational backgrounds vary from those Educational backgrounds vary from those with previous experience of higher education to with previous experience of higher education to those with no formal qualifications of any sort. those with no formal qualifications of any sort. Students come from a wide variety of Students come from a wide variety of backgrounds from mid-career professionals to backgrounds from mid-career professionals to those going back into education after a number those going back into education after a number of years.of years. They have varied motivations - career They have varied motivations - career change, professional development, progression change, professional development, progression to HE, and/or pure pleasure.to HE, and/or pure pleasure. An increasing number of students receive An increasing number of students receive assistance with fees from their employers.assistance with fees from their employers. Many are anxious about assessment; a small Many are anxious about assessment; a small minority are minority are resistant/hostileresistant/hostile to it. to it.

CONTINUING EDUCATION CONTINUING EDUCATION IN CONTEXTIN CONTEXT

Accreditation: Accreditation: A Short Story A Short Story

The Move to AccreditationThe Move to Accreditation

HEFCE Funding for Continuing Education courses changed HEFCE Funding for Continuing Education courses changed dramatically in the early 1990s. A tradition of ‘liberal adult dramatically in the early 1990s. A tradition of ‘liberal adult

education’ was superseded by a new regime of award-bearing education’ was superseded by a new regime of award-bearing and accredited programmes. By 1994/5 HEFCE funding was and accredited programmes. By 1994/5 HEFCE funding was limited to limited to accreditedaccredited courses and units in which students courses and units in which students undertook undertook formal assessmentformal assessment..

Continuing Education departments across the country Continuing Education departments across the country needed needed to respond rapidly by developing an to respond rapidly by developing an inclusiveinclusive assessment assessment strategy which was responsive to the needs of a strategy which was responsive to the needs of a diverse body diverse body of adult, mature learners and which also met of adult, mature learners and which also met HEFCE HEFCE requirements. requirements.

Most Continuing Education programmes span the Arts, Most Continuing Education programmes span the Arts, Humanities, Social Sciences and Sciences – coming up with an Humanities, Social Sciences and Sciences – coming up with an approach to assessment which accommodated approach to assessment which accommodated diversitydiversity presented CE practitioners with an enormous challenge.presented CE practitioners with an enormous challenge. Some Some succeeded, some did not…succeeded, some did not…

Engaging Adult Learners in AssessmentEngaging Adult Learners in Assessment

The assessment strategy adopted by Continuing The assessment strategy adopted by Continuing Education was driven by the following:Education was driven by the following: A recognition that the change to accredited provision was A recognition that the change to accredited provision was irreversibleirreversible.. A belief that assessment was a A belief that assessment was a GOODGOOD thing, not a threat, since (if thing, not a threat, since (if

done well) it would enhance student learning.done well) it would enhance student learning. An acknowledgement that survival was An acknowledgement that survival was dependent dependent on on maximising ‘engagement’maximising ‘engagement’ in the in the assessment process.assessment process. An acceptance that An acceptance that Staff DevelopmentStaff Development would be would be KEY KEY to success.to success. Respect for need for different requirements/strategies between Respect for need for different requirements/strategies between disciplinesdisciplines – one size would not fit all. – one size would not fit all. Recognition that Recognition that assessment loadassessment load per credit would need to be in per credit would need to be in keeping with expectations/norms in other Schools of Study.keeping with expectations/norms in other Schools of Study.

Engaging Adult Learners in AssessmentEngaging Adult Learners in Assessment

The assessment strategy adopted by Continuing The assessment strategy adopted by Continuing Education was driven by the following:Education was driven by the following: A Concern that assessments should be seen to be A Concern that assessments should be seen to be ‘robust’‘robust’ and ‘fit and ‘fit

for purpose’ – in particular they should be VERY closely related to for purpose’ – in particular they should be VERY closely related to stated learning outcomes.stated learning outcomes.

A recognition that differences in A recognition that differences in ‘level’‘level’ should be reflected in should be reflected in differences in assessment.differences in assessment. An awareness that An awareness that external examinationexternal examination would be a key element would be a key element in ensuring parity with UG programmes and national standards. In in ensuring parity with UG programmes and national standards. In CE, all level 1 units and courses are examined by a team of CE, all level 1 units and courses are examined by a team of external external examiners (in addition to all level 2 and 3 units/courses).examiners (in addition to all level 2 and 3 units/courses). A recognition that CE Staff and tutors would need to invest a A recognition that CE Staff and tutors would need to invest a considerable amount of effort into the creation of considerable amount of effort into the creation of an inclusive an inclusive assessment strategyassessment strategy and the design of individual assessments and the design of individual assessments which would engage rather than intimidate/alienate students. which would engage rather than intimidate/alienate students.

Resistance to AssessmentResistance to Assessment

Students on award-bearing courses are highly committed to Students on award-bearing courses are highly committed to all aspects of their courses, including assessment. all aspects of their courses, including assessment. However, a small proportion of students on open access However, a small proportion of students on open access units are resistant to being ‘assessed’:units are resistant to being ‘assessed’:

The terrified learner:The terrified learner: “I want to learn more about the subject “I want to learn more about the subject but find the idea of being assessed quite frightening”.but find the idea of being assessed quite frightening”.

The passive learner: The passive learner: “I have paid my fee and don’t see why I “I have paid my fee and don’t see why I should have to do assessed work when I am just here to should have to do assessed work when I am just here to

learn about the subject from the tutor”.learn about the subject from the tutor”.

The ‘been there, got the T-Shirt’ learner: The ‘been there, got the T-Shirt’ learner: “I resent being forced “I resent being forced to do essays – I gave up all that a long time ago”.to do essays – I gave up all that a long time ago”.

The highly qualified learner:The highly qualified learner: “I’m a qualified doctor – I don’t “I’m a qualified doctor – I don’t need credits since I already have a degree”.need credits since I already have a degree”.

The ‘I’m too old for this’ learner:The ‘I’m too old for this’ learner: “I’m 76 and really can’t see “I’m 76 and really can’t see the point of working towards credits at my age”.the point of working towards credits at my age”.

Back to Basics: The Purpose of Assessment?Back to Basics: The Purpose of Assessment?

The purpose of assessment is to:The purpose of assessment is to: help students get the most out of the course;help students get the most out of the course; help students develop their critical faculties;help students develop their critical faculties; to develop key subject and transferable skills;to develop key subject and transferable skills; ensure that real learning has taken place on an ensure that real learning has taken place on an

individual basis;individual basis; enhance understanding of the subject in enhance understanding of the subject in

question;question; help tutors contribute to the student’s learning help tutors contribute to the student’s learning

through a process of sympathetic and through a process of sympathetic and constructive criticism of the student’s work;constructive criticism of the student’s work;

build confidence;build confidence;…… …… and also toand also to

facilitate the successful achievement of credits facilitate the successful achievement of credits and the award of a Certificate/Diploma/Degree.and the award of a Certificate/Diploma/Degree.

A Learning Outcomes-led Approach to A Learning Outcomes-led Approach to AssessmentAssessment

The Continuing Education programme is characterised by a The Continuing Education programme is characterised by a learning learning outcomes-ledoutcomes-led approach. The Course Design Process: approach. The Course Design Process:

Learning outcomesLearning outcomes

Teaching & learning strategyTeaching & learning strategy

Assessment strategyAssessment strategy

ContentContent

DescriptionDescription

Key reading/websitesKey reading/websites

Diversifying Modes of AssessmentDiversifying Modes of Assessment

Diversifying Modes of AssessmentDiversifying Modes of Assessment

Diversifying Modes of AssessmentDiversifying Modes of Assessment

Diversifying Modes of AssessmentDiversifying Modes of Assessment

Success is measured in EngagementSuccess is measured in EngagementAcademic Directors and their tutors have worked hard to develop a range of Academic Directors and their tutors have worked hard to develop a range of assessments which successfully engage ALL learners, not just those of high assessments which successfully engage ALL learners, not just those of high ability or prior/recent study experience. ability or prior/recent study experience.

The proportion of students who do undertake assessed coursework:The proportion of students who do undertake assessed coursework:This is near 100% on award-bearing courses. This is near 100% on award-bearing courses. On open access units On open access units 77%77% of all of all students achieved credit in 2004/5, and students achieved credit in 2004/5, and 80%80% in 2005/6. Initial signs indicate in 2005/6. Initial signs indicate that the figure is approaching 90%.that the figure is approaching 90%.

In a recent survey of students carried out as part of a Periodic Review of the In a recent survey of students carried out as part of a Periodic Review of the CE Open Access programmes:CE Open Access programmes: 84%84% felt undertaking assessments had added to their enjoyment of the felt undertaking assessments had added to their enjoyment of the course and the learning experience.course and the learning experience. 86%86% felt that it had enhanced their understanding of the subject. felt that it had enhanced their understanding of the subject. 84%84% felt the assessments were well matched to the aims of the course. felt the assessments were well matched to the aims of the course.

Cont Ed’s assessment strategy, driven by an ethos of inclusivity and Cont Ed’s assessment strategy, driven by an ethos of inclusivity and underpinned by a learning outcomes-led approach and a underpinned by a learning outcomes-led approach and a diversification of assessment modes, HAS succeeded in engaging diversification of assessment modes, HAS succeeded in engaging students in the assessment process across programmes. students in the assessment process across programmes.

Successful Assessment Strategies in a Successful Assessment Strategies in a Lifelong Learning ContextLifelong Learning Context

Successful assessment strategies are those which:Successful assessment strategies are those which: Respond to/accommodate students’ interests – negotiation.Respond to/accommodate students’ interests – negotiation. Are innovative - imaginatively and carefully designed to enable Are innovative - imaginatively and carefully designed to enable

students to demonstrate achievement of the stated learning outcomes. students to demonstrate achievement of the stated learning outcomes. More care inMore care in DESIGN = Less PLAGIARISM.DESIGN = Less PLAGIARISM.

Build confidence in stages – the ‘in at the deep end’ approach is rarely Build confidence in stages – the ‘in at the deep end’ approach is rarely a wise or effective one.a wise or effective one.

Respect the fact that students will have varied levels of prior Respect the fact that students will have varied levels of prior knowledge, ability and confidence.knowledge, ability and confidence.

Engage students by giving them opportunities to be creative (e.g. the Engage students by giving them opportunities to be creative (e.g. the Paxman interview scenario).Paxman interview scenario).

Ensure students know where the ‘goals posts’ are - clear objectives Ensure students know where the ‘goals posts’ are - clear objectives and parameters and appropriate written guidance.and parameters and appropriate written guidance.

Provide students with opportunities to get to know each other (e.g. Provide students with opportunities to get to know each other (e.g. collaborative assignments).collaborative assignments).

Include an element of class- or field-based assessment – almost Include an element of class- or field-based assessment – almost impossible for students to ‘de-select’ themselves!impossible for students to ‘de-select’ themselves!

Include a significant ‘front-loaded’ element. In terms of engaging Include a significant ‘front-loaded’ element. In terms of engaging students these are more effective than ‘back-loaded’ modes.students these are more effective than ‘back-loaded’ modes.

Assessment in Assessment in Lifelong LearningLifelong Learning

Dr Adam LongcroftDr Adam LongcroftSchool of Education & Lifelong LearningSchool of Education & Lifelong Learning

5 July 20075 July 2007

Reflecting on Practise

Start

Finish

Demonstrate effective critical reading and note-taking skills

Es

say

-sty

le E

xe

rcis

e

Demonstrate basic competency in the use of a MS Windows XP

environment

Utilise e mail and Blackboard (VLE) effectively.

Manipulate and integrate text/images using Microsoft Word

Produce a well-designed essay plan relating to a piece of coursework

required on another course

Design a well-crafted electronic PowerPoint presentation, with a written supporting commentary which outlines how it might be delivered to an audience.

Employ appropriate academic referencing conventions

Access and search online library catalogues and databases for information relevant to their studies.

Effectively search the WWW for information or downloadable materials, using Internet Explorer.

Reflect critically on own coursework, strengths and

weaknesses

Collate & manipulate basic statistical information using Microsoft Excel.

Process Model: ‘Study Skills for Higher Education-Online’

Complete initial self-evaluation skills checklist

Duration: Normally 1 Term (3 Months)