Putting Assessment at the Heart
of Learning at the University of
Glamorgan
Haydn Blackey and Alice Lau
3 March 2011
Context – The University of Glamorgan
The institution’s vision is to be committed to the delivery of a
first class learning environment incorporating the highest
standards of blended learning, tutor support and the use of
cutting edge learning facilities
First strategic priority is to improve the nature and quality of
the student experience, with assessment being one of its key
themes.
The Assessment situation at
Glamorgan
• Review of assessment across the Institution 06/07
– assessment methods being used are still largely traditional
– Use of essays, closed book exams and lab reports are the most common!
– Little and slow uptake to innovative forms of assessment despite strong support from
the University
• Review of assessment loadings for 15 first year
awards
– Significant variations on the loading of assessment across the same year ( from 6 pieces
to 29 pieces of assignment)
• The poor student experience on assessment and
feedback identified by the NSS and our internal
student survey
• Senior management commitment to change in
learning, teaching and assessment – Assessment for
Learning
Assessment for Learning and Blended
Learning at Glamorgan
Assessment for learning - seeks to
develop a learning environment which
promotes dialogues between staff and
students; amongst staff and amongst
students that would lead to increased
learner autonomy to evaluate and
improve thereby contributes to
improving student achievement.
Linking A4L with BL
E-assessment must not simply invent
new technologies which recycle our
current ineffective practices (Ripley, 2004)
Assessment
of Learning
Assessment
for Learning
(Ripley, 2004)
It is not about promoting new
technology to the Glamorgan
academic staff but tools to
empower them to make more
efficient, redesign and
transform assessment-related
activities
To nurture the growth…
Senior
Management
Faculties
Seminars, workshops, case studies
and good practice, ELTA awards,
and innovation grants
Initial challenges…
 These policies and procedures can be
seen as top-down ‘control’; therefore
some resistance to changing their
current practices
“I worry
about
the ‘centralisation’
of decision
 Staff
debate
about
the understanding
making
areas such
as this
of theinconcept
and
the[assessment].
surroundingThere are
different
expectations
and academic
traditions that
principles
of assessment
for learning.
associated
withperceive
particularassessment
groups of staff and
 are
Some
lecturers
scope
for localas
modification
therefore needed”
for learning
just ‘idealisthinking’
that
would not work in practice
 Some lecturers perceive that such
policies are ‘dumbing down’
assessment and giving weak students
‘the advantage’
How can we embed Change?
• We need to give faculties
more ownership.
• Create a bottom-up
approach to complement the
top-down approach.
• Provide time and resources
for faculties to experiment.
The answer?
Work directly with staff and
STUDENTS
What our students said –
Good Practice
Some lecturers set aside lecture
time/tutorial to discuss what is
required from a specific
assessment
Providing students with past
assignment examples
Formative feedback
(support) on
summative work
Feedback sessions – students
especially value the opportunity to gain
feedback from both tutors and their
peers
“…In one module, our lecturers actually organised a
Giving students choices in 1)set time in tutorial to go over our work in
The use of Bb, email to
progress
and highlight areas of improvement
assessment questions/themes
2)
communicate/remind students about
agreeing a deadline with students viaalong with the marking criteria.
assessment information and
in-class discussions at the start of
deadlines.
term
What our students said –
Assessment and Learning?
• Generally positive about the role
assessment has on their learning.
– 81% of the respondents felt that all or most of their
assessments have challenged their current
understanding and knowledge of the subject.
– 74%of respondents stated that all or most of
assessments given to them helped them to
consolidate knowledge from the course.
– 76% of the respondents felt that their assessments
were relevant to their course of study.
What did our students said –
Assessment and Learning?
• 64% of the respondents noted that all or most of
“I think we need more information in the
their assessments
provided
with
very
module handbook
about
what them
weprocess:
need
to put
in clear
E.g.
Submission
the essay...
wordthey
“evaluation”
can be to do.
instructions
onThe
what
are expected
anything...”
•
“…there are many options to hand it
67% of respondents[assignment]
noted thatinall
most
… itor
can
be of
“A lot of the time you don’t
know
confusing,
it’d be helpful
if they
their
assessments
criteria
helped
them
“I
have
difficulties
drawing
that
line
in
the
sand,
where your lecture notes
fit
[lecturers]
just give one option so
what
do
they
expect
for
me
to
getdo
a first?”
into the coursework,
you
understand
what they
need
to
a
youcan’t
know where
it to
willachieve
be.”
quite see where the questions
positive
outcome.
come from and you’ve got to
teach yourself…”
What our student said in terms of
assessment design?
• 56% of respondents stated that their
assignments deadlines are spread out
“All
ourterm.
deadlines
are in one, it would be
appropriately
the
“…knowing
where tothrough
hand in and
when
to
•
hand in is difficult, this year wenice
hadto spread it out, you have a week
to
something,
think
about it,
Do
we
our
students
choice?
“…if
there
are
different
of assessing,
rather
than
hardly
anygive
warning
right
up toways
theperfect
when
all the
work
is due
in at
just all
and
exams
at the
end,
I think
it the same
assignments,
allcoursework
my three modules
are
I don’tYou
know
I have done, or
help
our
learning time,
a bit
dowhat
get quite
asking forwill
your
first
assignments
in more.
the
what
enthusiastic
about
your
firstI have
one orlearnt.
two
second term,
I have five
modules
when
starting inassessments,
January and but
these
are itallget to the fourth one and
are still
doing
part of myyou
degree.
It is
veryan essay, it does become so
mundane
and dull.
You just feel that you are simply
unfair…why
not spread
it out?
churning them out…perhaps more interactive
assessment would be good.”
What our students said - feedback?
How feedback is currently provided to our students
30%
25%
20%
15%
10%
5%
0%
What students said? - feedback
58% of respondents stated that they were told when
“Because
we returned
have lots oftoassessments
their marked assessment
will be
them.
[deadlines]
thaton
are
“…To date, I have not received
feedback
myclose together. You need
feedback
first two assessments,the
and
[I] don’t soon,
know if it’s too late you have no
time to use
it, andbeyou can’t work on it and by
when [I will receive feedback].
It would
52%
of respondents state
that
they
are given a date
thetotime
youifreceive
appreciated if in addition
a deadline
for your feedback, most of
for
feedbacksome
to beindication
returned
tocoursework
them,
your
out ofwas
the way!”
submission,
of the
date oftheis date
always
adhered to.can be provided.”
feedback/grades
48% of respondents said they received continuous
feedback to all or most of their assessment.
What students said? - Feedback
56% of respondents said that all or most of their
“…Sometimes
you
just
get
comments
such as – ‘
“When
you get it [the
assignment]
back
and
got
awith
2:1 say,
assessments
are
handed back
to
them
you write
I want
to know,
how do
alldetailed
the feedback
is positive,
but well’.
if it’s that
good,
why didn’t
I I write
feedback
well!struggle,
Tell me ifI’ve
I write
get 100%. I find that a real
had well
that why
with don’t
a fewI write
excellently,
do I need
to to
doknow
to improve
[assignments]. Some are
good, butwhat
it would
be nice
Only
21%toofdothe
respondents
thought
there was a
even more?”
what
I need
to get
a 1st.”
need for them to go ask for more feedback
“…The comments I got did not validate the mark.
of respondents
saidthat
that
are able to
I 62%
had 45%,
and to get a mark
low,they
nearly
with their
tutors
tofeedback
discussthan
theira marks and
ameet
fail, I expected
much
more
feedback
onatall
most
ofessay!
their ”assessment
few lines
theor
end
of my
Outcomes
• Captured and enabled
us
to
share
with
For example: We thought providing
For
example:
would like:
students
with Students
multiple
methods
of
colleagues, students’
views
on
what
they
•communicating
choice in how they
can
present
and submitting their
considered as goodwork.
practice
and
assessment
would
give students more
•Diverse
assessment
methods
flexibilityStudents
but students
actually
For example:
are not
overlyfound
challenged our beliefs
in
what
we
think
•Collaboration
with other students
that confusing.
concerned
with the ‘20 days rules’, as
outside their course (especially for CCI
long
as
they are given a date when they
students want.
students)
can expect feedback and as long as it is
before their next piece of work.
– Assessment process
– Learning experience
– Feedback
Activity – Responding to the student
voice (15 minutes)
• In your pack, there are some student
comments emerged from institutional
research at the University of Glamorgan.
• What approach would you use to address the
issue(s) or idea(s) raised by the student?
In practice – some examples
Example 1: Providing students with clear, specific and
consistent communications from tutors on assessment
information.
• Creating a single e-submission point for our students across
the University
Example 2: Avoid assessment overload and bunching
•The assessment diary
•is a list of module codes and titles, dates
for when assessments are submitted and
dates by which they are to be returned.
•Developed the diary in consultation
with colleagues teaching on the
same course in order to avoid
bunching of assessment deadlines.
•The diary was posted on the VLE for
students
In practice – some examples
Example 3: Innovative assessment
– Raise awareness of the choice of technologies for
lecturers and students to Use in the Assessment
Process
– Provide training, fundings and uses students as
change agents.
• The use of wiki and blogs
– Introduced group work via a creation of wiki and
blogs
– Link to example
In practice – some examples
• Example 4: Provide timely, appropriate, stimulating feedback
and feedforward in order to engage students in learning
• The use of Turnitin and Grademark
• The use of audio feedback e.g. Audacity, example
• The use of video feedback in a first year Calculus module Link
to examples
• Group feedback session
• Explain to student what feedback is and what they can expect
e.g. Feedback leaflet
• Ask students to explain how they will use the feedback
before they get a mark
Lessons learnt
Assessment is a process! – more than
changing the assessment method.
Reviewing the entire process identified that even
simple steps such as the assessment diary can
make a huge difference to both staff and student
Important to engage students, administrative
teams in each faculty as well as academic staff
Bottom up approach, time and resources!