Informed by the conclusion of Ball et al (2012 p8) that assessment practice in most universities has not kept pace with other far-reaching changes in HE and that “a radical rethink of assessment practices and regulations” and a “holistic and proactive approach” is required, the Centre for Excellence in Learning at BU (now FLIE) implemented an evidence-based vision involving radical change to institution-wide assessment policy. By using a collaborative and partnership approach the development of key resources in the form of an Assessment & Feedback Toolkit was made possible. The principles-based and evidence-based strategy focused on a rebalancing of summative and formative assessment tasks; a broader menu of assessment types; and the promotion of technology-enhanced learning strategies facilitated by a new VLE. The CEL team drew on leadership strategies set out in Quinney et al (2017) and invited large-scale engagement through Faculty Fiestas and external events (Quinney et al 2018) to critically inform the process.
Building on the success of the TEL Toolkit (Biggins et al 2017) an online Assessment & Feedback Toolkit was developed to support the changes. We will share critical reflections on our approach to enable others to undertake a similar institution-wide approach to bring about clear benefits for staff and students. The Toolkit includes resources for formative assessment activities; assessment literacy strategies and has help, guidance and suggestions for planning assessments.
The development team: Professor Debbie Holley, (former head of CEL) Anne Quinney (assessment and Feedback Theme leader (pictured); Learning Technologist Vince Clark, sincere thanks to BU Visiting Professor Dai Hounsell for his advice and guidance.
Informed by the conclusion of Ball et al (2012 p8) that assessment practice in most universities has not kept pace with other far-reaching changes in HE and that “a radical rethink of assessment practices and regulations” and a “holistic and proactive approach” is required, the Centre for Excellence in Learning (CEL) at Bournemouth University bravely took up this large-scale challenge. Presenting at the Southampton Solent Community Teaching Conference last year, we thank the participants in our workshop for their insights.
Implementing this vision involved addressing both global and local dimensions of assessment in higher education (Hounsell & Zou 2017). The approach combined radical change to institution-wide assessment policy based on assessment for learning principles (Sambell 2011), and emphased partnership and collaboration in the developing the Toolkit as an Open Educational Resource. The principles-based and evidence-based strategy focused on rebalancing summative and formative assessment tasks; a broader menu of assessment types; and promoting technology-enhanced learning strategies facilitated by a new VLE. The team drew on tested leadership strategies (Quinney et al 2017) and invited large-scale engagement through internal and external events to critically inform the process, supported by the expertise of Dai Hounsell, Visiting Professor. We shared critical reflections on our approach and discuss considerations for toolkit design and construction.
l-r Dr Curie Scott, Prof Dai Hounsell, Anne Quinney, Prof Debbie Holley
Ball et al 2012. A marked improvement: transforming assessment in higher education. York: HEA
Hounsell D and Zou T. 2017. Surfacing and sharing advances in assessment: a communities of practice approach. In: Carless C, Bridges SM, Chan CKY and Glofcheski R (eds) Scaling up assessment for learning in higher education. Singapore: Springer . pp33-48
thanks to Dr David Biggins, former TEL theme leader for the original post
As part of internal peer review, Bournemouth University looked at assessment and feedback practices across the University. The work, presented at the ALDinHE conference, looked at the responses to the Iinnovate initiative to demonstrate how staff are innovating in assessment and feedback. Extracting relevant data from the innovate programme, the presentation highlighted practical steps that staff can consider for adoption.
These are the key slides where online tools, group practices and understanding assessment are key to engaging students with the processes
part of the assessment and feedback series with Anne Quinney, theme leader for assessment and feedback, and thanks to our visiting Professor, Prof Dai Hounsell, FLIE, Bournemouth University
Transforming how university exams are designed, managed and completed is far from straightforward. Without careful preparation and piloting, there are challenges in relation to fairness (a reasonable test of what students are expected to have learnt), fitness-for-purpose (the task reflects the intended learning outcomes and enables learners to meet the appropriate academic standard), equity of treatment (to avoid some students being disadvantaged), and robustness (i.e. confidence that technologies will work reliably and that there are effective back-up procedures in case of problems).
It therefore makes good sense to ‘make haste slowly’, drawing a distinction between what is feasible in the short term – this spring and summer – and what may be possible in the longer term as part of a more thoroughgoing shift in exam practices. As you plan for a short term response to traditional exams please be aware of the principles set out in the BU policy document Principles of Assessment Design (6c).
“BU promotes alternatives to traditional handwritten exams, by expecting a wider range of time-limited assessment tasks and retaining traditional hand-written exams only where there is a PSRB requirement or other context-driven requirement.” (para 4.5)
In this material we focus on short-term options — what can be feasibly accomplished over the coming weeks and possibly months, when measures to combat the coronavirus have made some of our usual assessment practices impractical.
Creating different spaces
Some Guiding Principles
Consider whether an exam is a requirement of the professional, statutory or regulatory body for your programme. Could you set another form of assessment?
Wherever practicable, work with existing technology that is already familiar to staff and to students – for example those available in Brightspace or supported by the university. The Learning Technology team have produced guidance (see the Brightspace Staff Resources area ) and there are suggestions in the TEL Toolkit. https://www.bournemouth.ac.uk/about/our-people/centre-fusion-learning-innovation-excellence/tel-toolkit
Give careful thought to designing exam tasks that set a fair challenge to students, and couldn’t easily be sidestepped by simply looking up the answer on the internet, for example by including a requirement to comment on how this knowledge has been applied/can be applied by the learner to a real-life or hypothetical situation.
Plan around a timetable that includes the following:
letting students know what form the exam will take, how they can prepare for it, when it will take place, and how they will submit their exam answer or response. A new Assignment Brief will need to be provided
wherever appropriate, posting up sample questions or practice materials, to prepare for the possible exam content and to check that students have access to suitable IT equipment off-campus
fixing a ‘release date and time’, when the exam question/problem/test materials are to be communicated to students
deciding on a submission date and time which is realistic and feasible (e.g. which gives students time to put together their considered response to the question set, and to submit it electronically in a secure way through the submission box set up in Brightspace
planning how to advise and support students with questions about any aspect of the exams (e.g. via FAQs or a Q&A discussion board)
As you plan alternatives to traditional on-campus exams in the current situation and begin to think ahead to the next academic year please be aware of the principles set out in the BU policy document Principles of Assessment Design (6c).The policy applies to Levels 4 and 7 currently and will also include Level 5 in the academic year 2020-21, and Level 6 in the academic year 2021-2.
“BU promotes alternatives to traditional handwritten exams, by expecting a wider range of time-limited assessment tasks and retaining traditional hand-written exams only where there is a PSRB requirement or other context-driven requirement.” (para 4.5)
We have developed an online toolkit to support staff in updating their assessment and feedback practices with the support of Professor Dai Hounsell
This was part of a far-reaching response to the HEA publication by
Ball et al (2012 p7) that
“assessment
practices in most universities have not kept pace with the vast changes in the
context, aims and structure of higher education. They can no longer do justice
to the outcomes we expect from a university education in relation to
wide-ranging knowledge, skills and employability ” and the HEA recommendation
of “a radical rethink of assessment practices and regulations” with a “holistic
and proactive approach” (Ball et al 2012 p8).
The material in the Toolkit is evidence-based, builds on
best practice in the Higher Education sector, and forms part of a wide-reaching
project to radically transform staff and student experiences of assessment. The
Toolkit continues to grow as new resources are developed or identified, and
FLIE Blog posts alert staff to new materials or key ideas to support the
development of assignments for the next academic year.
Other dimensions of the project included the redesign of the
university-wide Generic Assessment Criteria with feedback and feedforward
statements for each grade-band and level from Level 3 (used in partner
colleges), and Levels 4 to 7; a radical re-writing of formal assessment
policies; a series of workshops and Masterclasses; a conference on assessment
& feedback; individual, team and programme consultations; and input into
the PGCert/PGDip/MA Academic Practice. In addition to the online materials, pocket
guides for staff on assessment & feedback and on promoting assessment literacy accompanied the Toolkit. In
order to facilitate this complex, multi-layered and inevitably disruptive
change we drew on the leadership strategies presented in our journal paper on
extending academic roles and identities (Quinney et al 2017) and worked in
close collaboration with a stakeholder group, in particular with the Students
Union at BU.
We were fortunate to work closely with Visiting Professor
Dai Hounsell, internationally known for his work on assessment and feedback in
higher education. Dai has developed resources for the Toolkit, shared other
resources he has developed (for example the Wise Assessment series of
‘Briefings’ in conjunction with the University of Hong Kong which you can find
in the Toolkit) and is able to alert us to projects and publications on
assessment and feedback as a result of his global networks.
The team shared aspects of the ongoing work at the ALDinHE
conferences in 2018 and 2019
in the form of interactive workshops and would welcome any
comments, feedback and additional open access resources to continue to build
this valuable resource.
Quinney A, Thompson S, Luce A and Holley D. 2019. From
assessment of learning to assessment for learning; Leading assessment policy
change supported by an Assessment & Feedback Toolkit. ALDinHE Conference,
Exeter University.
Anne Quinney, Principal Lecturer and University Lead for
Assessment & Feedback, FLIE
It’s the EDTech world summit d#today! Delighted to be presenting about ‘augmented reality and learning innovation - a co-created journey?’ @N4LTH @blueprintteach @NTF_Tweet @aldinhe_LH @CEMPBU
