Reading Notes. Bloxham & Boyd. Planning the assessment for a module. Cpt12

Reading Notes – Week 9

Bloxham, S. & Boyd, P. (2007). Developing Effective Assessment in Higher EducationLinks to an external site.. Maidenhead: Open University Press/McGraw Hill.

• Chapter 12: Planning the assessment for a module, pages 176-188

Module writing is a chance for the teacher to take control and make a change to a module.

Module descriptors include:

-          Aims and teaching plans which include learning outcomes and aims for the programme level.

-          Learning outcomes are pitched at the right level and are achievable in terms of credit weighting.

-          The modules assessment plan demonstrated that the students can meet the LO of the module and complies to the programme assessment strategy.

-          The module contributes to student progression within the programme.

Question: How is my module going to contribute to the overall assessment strategy of the programme?

Why is this important?: To avoid lots of assessment with little coursework, to create coherence across programme, to ensure an appropriate range of assessment tasks are given to students, to prevent overloading and bunching up of assessment tasks, to avoid duplications occurring. (page 178 – 179)

When can assessment take place?

Universities are re structuring and re assessing when a formative or summative assessment can take place. Particularly there is consideration as to when level 4 assessments can take place and whether it is too soon to assess early on when students need to adjust to student life and living arrangements. Modules could be adapted to come ‘tall and thin’ or ‘short and fat’ to restructure what students learn and when they receive feedback to not overwhelm. Page 180

One solution could be to have a project or portfolio that is assessed against a range of LO from a range of linked modules together. Page 180.

Assessment Workload

Are there guidelines for credits in my institution? For example credits can be associated with number of words: 15 credits: 3000 – 5000words. Page 181.

Refer to the programme assessment strategy in order to make comparable workloads for students.

Some universities set limits on the number of tasks per module to avoid overloading so check this!

Can assessments be a pass or fail rather than graded?

Grading bands may differ from institution. It may be difficult to grade things such as portfolios. Knight (2000) states that it is worth using grading bands where appropriate and pass/ fail where necessary. What ever your decision it is worth checking what is regulation for your university.

Deciding on the assessment plan – the right pitch at the right level?

The module assessment must be designed with the level of achievement in mind.

“In the UK, all modules are normally allocated to only one level of the Framework for Higher Education Qualifications” page 181

“In order to help staff consider what is appropriate for the different levels, SEEC (2003) has developed a set of statements which describe the levels of performance expected from students at the various different levels of the FHEQ. These statements show a pattern of progression through the different levels.

For example, at year-1 undergraduate level, they state:

Analysis: can analyse with guidance using given classifications/principles; whereas at final-year undergraduate, they state:

Whereas final year students, they state:

Analysis: can analyse new and/or abstract data and situations without guidance, using a range of techniques appropriate to the subject.” Page 181 – 182

What sort of assessment method?

Assessment tasks should be valid and assess LO from a module.

Gosling and Moon, (2002) speak about the idea of assessing the ‘essential learning’ So ensuring that multiple LO are met through the right assessment methods. (page182)

What are students meant to do in order to meet LO? Assessment? Portfolio? Assignments? Recalling information (factual tests? Display or technical skills and communication? Case study analysis?

It is a balance between ideal methods and practicality.

Consider the assessment task from the point of view of the student. This will encourage motivation and a more inclusive experience.

By allowing students alternative ways of learning it will allow them a stronger equity principle in assessment.

By having assessment methods with a greater authenticity this will allow the students to see a greater value in the task and overall will increase extrinsic motivation and a deeper learning. This could include designing learning materials, learning information leaflets, presenting ideas to other students, application of learning to a professional context and completion of small-scale research. (Page 184) This also improves students learning in preparation for their employability.

How many assessments?

There is a balance to find between not overloading but also giving the opportunity for smaller sub tasks to build up to a summative assessment. This in year one can provide important formative assessments and can courage engagement within the module.

At higher levels staff can consider having less assessments but larger assignments, giving less tutor intervention and more student independence.

Improving engagement and attendance through assessment (page 185)

Case study: first year students were to submit a reflective log, personal reaction, analysis and evaluation. The log contributed 50% of the mark. The teacher however added an attendance correction factor to the mark so the grade could be weighted.

The rationale was that students could not reflect on something which they did not attend.

Another case study: third year students was structured in form of multiple debates on a certain subject. The majority of the mark was given to the student for the debate, then remaining marks came from debate decision reports which the students had to write. This involved the students turning up to others debates, listening in and then writing the decision reports from their findings.

Assignment weightings

If assessments have more than one task teachers need to decide on the weighting. For example: 2 course work submissions and an exam 25%, 25% 50%.

Weightings should be time considered.

If tasks have small weightings some strategic learners might not bother with some tasks.

Weightings should reflect difficulty and complexity of task.

Group tasks and individual tasks weighted differently may effect pass fail rates.

Attribution / Plagiarism

Internet and tech makes it harder and harder to check whether intentionally or unintentionally.

How does the module make it harder for plagiarism to happen?

Module Descriptor Templates

Might be available from my institution.

Building in flexibility

A balance between detail and flexibility is the challenge.

(above) a series of online quizzes – allows for flexibility. A two hour quiz etc.

At the validity meeting you can provide specifics if required, but this allows for flexibility.