seminar at mary immaculate college, university of limerick, jan 2016
Post on 16-Apr-2017
387 Views
Preview:
TRANSCRIPT
Consistency and Conformity in Assessment in Higher Education: managing the apparently competing demands of systems and academic decision-making
Rachel ForsythCentre for Excellence in Learning and
Teaching, Manchester Metropolitan University, UK
@rmforsythr.m.forsyth@mmu.ac.uk
1. About Manchester Metropolitan University 2. About our assessment project 3. Next steps
Image credit: © Copyright Neil Theasby and licensed for reuse
Barrier to implementing assessment for learning: pink cardExample of good practice in changing assessment: green card
8 faculties
Around 1,000 courses
36, 000 students
2700 on Combined Honours
Links with over 70 professional bodies
1,500 teaching staff. plus 1,000 associates
Over 500,000 assignment submissions annually
33.23.43.63.8
MMU Assessment and Feedback outcomes in NSS 2008-2011
2008200920102011
NSS Questions
NSS
Sati
sfac
tion
2008 2009 2010 20113.4
3.5
3.6
3.7
3.8
3.9
4
Overall NSS satisfaction outcomes for assessment and feedback
UK averageMMU
NSS
satis
facti
on sc
ore
for
Asse
ssm
ent a
nd F
eedb
ack
Transforming Assessment and Feedback for Institutional Change (TRAFFIC)
Trying to get assessment data which…• Is accessible and helpful to personal
tutors; • Shows alignment with UK Quality
Code;• Can be used to produce a Higher
Education Achievement Report (HEAR);• Identifies areas for institutional
development
Examinati
on Ess
ay
Report
Portfolio
Presen
tation
Projec
t
Case St
udy
Dissert
ation
Critical
Analysis
Group Assessm
...0%
5%
10%
15%
20%
25%
MMU Most common assignment types 2013/14
level 4 - total number 1077, 65 typeslevel 5 - total number 1333, 71 typeslevel 6 - total number 1606, 74 types
Freq
uenc
y of
ass
ignm
ent t
ype
Principal findings of TRAFFIC baseline report
• Data was inconsistently recorded with respect to assignment tasks, submission, feedback and moderation, use of grade descriptors and assessment criteria• Need to address assignment
clustering
Actual Rules• Assignments had to be
aligned to learning outcomes • Maximum of two
assignments per module (15 ECTS credits)• Grades given in
percentages • All marking to be
internally and externally moderated
Examination
Essay
Report
Portfolio
Presentation
Project
Case Study
Disserta
tion
Critical A
nalysis
Group Assessm
...0%
5%
10%
15%
20%
25%
MMU Most common assignment types 2013/14
level 4 - total number 1077, 65 typeslevel 5 - total number 1333, 71 typeslevel 6 - total number 1606, 74 types
Freq
uenc
y of
ass
ignm
ent t
ype
Blog PosterWorkbookAutobiography Computer Based Logbook Override Portfolio report Programming Assignment Programming Exercises Website Bibliography Documentation Learning Agreement Oral-practical Placement assessmentAnalysis Class Activity Data Exercise Interview Moot SeminarSource Analysis Critical Evaluation Essay/Report/Case StudyExhibition Film Independent Study Negotiated Personal Dossier Presentation Essay Report/PresentationArticle Booklet CGI scene/documentation Close Reading Critical Commentary Design and Product Diary Ensemble projectEthical Practice Report Film/Documentary Group & Solo projectGroup Essay Group presentation Group Web Page H&S Report IT Exercises Journal Laboratory report Literature Rev & Search Magazine Media Project Observation Oral Examination Plan Practical Portfolio Practical Report Précis Exercise Process BlogResearch File Research Project Review Scenario Exercise ScriptSeen Essay Skills Portfolio Skills TrainingTeaching Report Team Portfolio Text
Will I look forward to marking it?
Will it let students demonstrate achievement of learning
outcomes?
Will students understand what to do?
Can I link it clearly into what I’m going to teach?
Will it be straightforward to mark and moderate?
Student ID (+ Unit code)
Deadlines / extensions / feedback return dates / provisional marks
Personalised submission sheet
Coursework submission
Principal Outcomes• Rewrote
institutional code of practice on assessment and associated procedures for assignment briefs, marking, moderation and feedback to students. • Embedded principle of
separation of procedures from academic decision-making about assessment
Previous grade descriptors
• Excellent
• Very Good
• Good
• Pass
• Marginal Fail
• Fail
Grade band Indicative language 86%-100%
Creative, insightful, illuminating, inspiring, exciting, authoritative
70%-85%
Persuasive, sophisticated, original, reflective, ambitious, meticulous, critical, convincing, unexpected
60%-69% Fluent, thorough, analytical, precise, rigorous 50%-59%
Clear, confident, consistent, thoughtful, accurate, careful, congruent, coherent
20%-40% Erroneous/wrong, missing, extremely limited, inappropriate, insufficient, incoherent, unstructured
0%-19% Absent/none, lacking, formless, detrimental
You made me fail my students
33.23.43.63.8
44.2
MMU Assessment and Feedback outcomes in NSS 2010-2015
201020112012201320142015
NSS Questions
NSS
Sati
sfac
tion
2008 2009 2010 2011 2012 2013 2014 20153.4
3.5
3.6
3.7
3.8
3.9
4
Overall NSS satisfaction outcomes for assessment and feedback
UK averageMMU
NSS
satis
facti
on sc
ore
for A
sses
smen
t and
Fe
edba
ck
Image credit: © Copyright Neil Theasby and licensed for reuse
Try to add a solution to the reverse of the pink cardSuggest how you might implement good practice on reverse of green card
https://assessmentinhe.wordpress.com/@assessmentinhe
http://www.slideshare.net/rmforsyth
@rmforsythr.m.forsyth@mmu.ac.uk
Picture credits Images from MMU, except
photo of Allsorts by clrcmck, CC licensed on Flickr Detail from "Les Lavandières de la nuit" ("The Washerwomen of the Night"), by Jean-Édouard Dargent c.1861Anger by Saurabh Vyas, CC licensed on FlickrWashing Image credit: © Copyright Neil Theasby and licensed for reuseOverloaded car by Stringer_bell, CC licensed on Flickr
top related