Preparing International students for the diversity of
UK assessments: The use of subject-specific, noncredit bearing bridging modules within a UK-China
articulation agreement
Katie Szkornik, Alix Cage, Ian Oliver, Zoe Robinson, Ian
Stimpson, Keziah Stott, Sami Ullah, and Richard Waller
Geography, Geology and the Environment
Keele University
Background and Context
• Internationalisation of UK
Higher Education
• UK-China: articulation
agreements have become
increasingly popular
• Students study at an
overseas partner
institution (1-3 years)
before progressing to the
UK to complete their
studies
• Keele model – 3+1 in
Environment and
Sustainability
A cultural dichotomy?
China
• Teacher is ‘king’ and
fountain of all knowledge
• Surface, rote, teachercentred learning (Biggs,
1999)
• Little in terms of group
work, interactive
activities
• Students are assessed
almost entirely by exam
UK
• Emphasis on studentcentred, deep learning
• Interactive lectures
• Students take (more)
responsibility for their
own learning
• Wide diversity in
assessment (group
work, presentations,
independent research)
Programme Structure
Inclusivity in Assessment?
Key questions?
• How do we ensure Chinese students are not
disadvantaged in UK assessments?
• How do we make assessments accessible?
• How do we maintain academic standards (QA)?
Development of subject-specific bridging modules,
formally approved by QA and meet with UK QAA
and benchmarking guidance – example of ‘best
practice’
Development of Bridging Modules…..
• Ensure that the students
become familiar with the
broad range of UK
teaching and
assessment methods
• Subject-specific nature
helps to address any gaps
in subject content
• Modules delivered in
China but taught and
assessed in English provide additional
exposure to ‘academic’
English
Key components of the bridging modules
• Diversity in both teaching methods and
assessments
• Supported by study skills workshops (e.g.,
presentations skills, working in groups, research
training)
Gives students some initial confidence
More
challenging
• ‘Ramping
up’ ofassessment
assessments
but
doesn’t replicate
in UK for the students but
better reflects the nature of
final
year
modules
• Marking and assessing
to UK HE standards
assessment they will encounter in the
• BUT - Some flexibility in early UK
modules (noncredit bearing
• Evaluation and modification of assessments
(exams)
The paradox of choice
In exams it takes more time for the students to read
and understand the questions. Reduction in number
of questions has improved exam performance in the
bridging modules….
Performance in bridging modules and
progression to Keele
In our first cohort of students:
• 25 students started the course
• 14 came to Keele in summer 2013
• All 25 students who completed the 3 years at in China passed
sufficient bridging modules (5 out of 6) to study at Keele.
• 4 students decided not to apply to Keele
• 2 students did not achieve sufficient IELTS scores
• 5 students withdrew from the course
English Language Skills:
• 6 students attended a 12-week pre-sessional English course
• 6 students attended a 6-week pre-sessional English course
• 2 students required no pre-sessional English
Module Level Results
NXU students consistently underperform Keele students in all
modules and in all assessments
BUT….. improving attainment with progression
Performance in Different Assessments
• Students struggled most in
exams (time pressures,
language skills) and in
assessments which required
arguments (language
issues?)
• Students performed best in
more structured
assessments (technical
reports, dissertations) and
assessments involving data
analyses and scientific
reporting (c.f with ‘home’
students)
Overall Degree Classifications - 2013 cohort
10
Number of Students
9
8
7
6
5
4
3
2
1
0
First Class
2:1
2:2
3rd
Pass
Fail
Final Degree Classification
Home Students
• 80% students obtained
2:1 or above
• 3 students obtained 1st
• 20% of students obtained
2:2 (or below)
9
Number of Students
8
7
6
5
4
3
2
1
0
First Class
2:1
2:2
3rd
Final Degree Classification
Pass
Chinese Students
• 0% students obtained
2:1 or above
• No students obtained 1st
• 100% of students
obtained a 2:2 or below
Fail
Conclusions: Success of the Bridging Modules?
• Bridging modules appear to be preparing
students well for the diversity of assessment in
UK HE
• Changes to exams within bridging modules
have begun to improve exam performance
BUT:
• Key role of ‘English for Academic’ purposes
alongside subject-specific modules and support
of English Language Unit
• High levels of staff support (pastoral and
academic)