Innovations in Assessment An investigation into the role of blended learning as a support

mechanism for assessment

Sarah Field & Lucy Jones

Brighton Business School

January 2010

Aim of Project

• To understand more about effective ways of using information and communications technology to enhance the student learning experience.

• In particular, to investigate issues related to blended learning and assessment innovations.

Motivating Factors

The need for additional formative assessment and feedback in law modules where radical changes in summative assessment had been introduced: from the usual 70% unseen examination 30% coursework ratio to a 100% seen examination.

Effective feedback goes to the heart of the student learning experience• Feedback should ‘promote learning and facilitate

improvement’. (Quality Assurance Agency 2001)

‘Feedback’ and ‘feed-forward’ should be systematically embedded in curriculum practices. (Nicol and Macfarlane-Dick 2006)

• “Creating an environment rich with useful, high-quality feedback that supports effective student learning is possible without a negative impact on staff time.” supra.

Blended Learning and Formative Assessment

• Advances in computer technology have enabled the union of e-learning and formative assessment.

• Computer based assessments have the potential to provide an effective mechanism for giving feedback and are, at least, moderately effective in supporting student learning. (Miller 2009)

Concerns

• Most academics acknowledge the need for assessment innovations. In addition, there is general concern over:

• Limits on lecturers’ time• Increased student numbers• No additional resources• Incidence and prevalence of plagiarism in

coursework.

The LLB Programme at the University of Brighton

• Within the LLB programme there is an emphasis on innovation in student development, assessment and learning.

• Variety of assessment methods are used in Law modules.

• The introduction of the 100% seen examination is a half way house between the unseen examination and Coursework.

Assessment by 100% Seen Examination:

Rationale• Reduce the burden of summative assessment

through out the academic year.• Address concerns about ethical practice

(particularly with regard to coursework).• The return to the traditional 100% unseen

examination was viewed as a retrogressive step in student assessment.

Blended learning introduced to support method of assessment

Rationale • Increase the opportunities for formative assessment.• Students benefit from one to one communication with

lecturer and feedback.• Time to complete the formative assessment is clearly

built into the lecture/seminar structure.• No additional resources are required.• Builds on 'HEFCE strategy for e-learning' (

HEFCE 2005/12) which focuses on enhancing learning, teaching and assessment through the use of technology.

Assessment in Criminal Law: Year 2 Core module

100% seen examination• An examination paper is released to students

two weeks prior to the examination date.

• The three hour paper takes the form of two compulsory problem questions and a choice of two out of four essay questions.

Pilot study

• 2007/8: revision folder on the criminal law module page of ‘studentcentral’.

• In face-to-face session, students alerted to the e learning session to replace F2F revision session.

• The materials: 2 sets of revision aids, 4 multiple choice revision tests (answers also supplied separately), a mock exam question.

• A statistical tracker system was enabled to monitor student access of the materials.

• Questionnaires distributed to the students.

Questionnaire on e-learning session distributed to students

• 45 students (66%) completed the questionnaire.• 43 (95%) felt that the e-learning session had been a

positive learning experience.

“The e-learning gives you a chance to find out properly

whether your understanding and knowledge of the subject

is along the right lines.”

“It is useful to be able to get the chance to attempt to answer a written question

and then to have it marked.”

“Quick questions were good revision tool to check how much you

know of basic principles.”

The Research Study

Blended learning introduced into two core modules:

• Public Law (year 1): Assessment = 30% coursework + 70% closed book examination

• Criminal Law (year 2): Assessment = 100% seen examination

Module Design

• E-learning sessions introduced in place of face to face seminars (35% for Criminal Law, 20% Public Law).

• The activities range from short answer questions on topics covered in lectures, mini research questions and formatively assessed exam-style essay and problem questions.

Student Perceptions

• Questionnaire: 10 questions formulated so that students could choose from 3 possible responses (agree/not sure/disagree).

• Some open ended questions to elicit more detailed responses.

• Questionnaire distributed towards the end of the module.

• Response rate: 80 returns (approx 56%).

Student Engagement

Participation from student questionnaire

Participation extracted from tracker system on studentcentral

Yes

No

Yes

No

The ratio of e-learning sessions to face to face sessions was about right for the module

Agree

Not sureDisagree

Ratio of On-Line & Face to Face

Ratio of On-Line to Face-to-face Sessions

65.31%

18.37%

16.33%

I appreciated being able to choose when and where to complete the e learning material.

Agree

Not sure

Disagree

Flexibility of On-Line Learning

Flexibility of On-Line Learning

81.63%

8.16%

10.20%

E-learning helped develop my understanding of the subject

Agree

Not Sure

Disagree

Helped Understanding of Subject

51.02%

32.65%

16.33%

E-learning encouraged me to work independently

Agree

Not sure

Disagree

Increased Independent Learning

53.06%

18.37%

28.57%

E-Learning helped me to prepare for assessment (examination/coursework)

Agree

Not Sure

Disagree

Helped Prepare for Assessment

36.73%

28.57%

34.69%

Is it working? The results

• Criminal Law 2008/9 overall examination mark remains within boundaries of previous years but average mark for topic areas covered by e-learning increases to 61.5% from 59%.

• Public Law 2008/9 overall examination mark remains within boundaries of previous years but average mark for topic areas covered by e-learning increases to 57.5% from 51%.

Conclusions

• Students are prepared to participate in formative assessment via e-learning.

• Students are more likely to engage with the materials than they are to prepare for all face to face seminars.

• Students appreciate the flexibility and accessibility of e-learning.

• Students’ perception of blended learning as an effective learning tool for developing understanding of topic areas and as preparation for summative assessment is questionable.

Conclusions

Blended Learning :• Enhances the student learning experience without the

need for additional resources

• Supports shifts in assessment practices where there has been a move towards greater use of summative assessment by examinations.

• The seen examination paper appears to work well as a halfway house between the traditional unseen examination and assessment through coursework.