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REAP Update - Implementing Innovative Assessment Methods in Caledonian Business School

This update provides an overview of the ongoing implementation of innovative assessment methods in Caledonian Business School, with a focus on different subject areas. It discusses the progress made, challenges faced, and plans for future enhancement.

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REAP Update - Implementing Innovative Assessment Methods in Caledonian Business School

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  1. REAP Update5th April 06 Caledonian Business School, Glasgow Caledonian University

  2. Background • Ongoing uncertainty and change in CBS • Some staff affected by moves to new subject groupings • Some modules affected by review of core module provision within CBS programmes • Ensuring ‘buy-in’ from large module teams can be problematic

  3. Overview of structure • Gillian Roberts & Linda Creanor providing overall co-ordination and support • 5 e-champions providing direct support to participants in their own subject groupings • 1 e-champion role still to be filled due to changes in staffing • Regular monthly meetings established with e-champions and Project Manager

  4. E-Champion role It’s been agreed that e-champions will – • Participate in GCU learning & teaching showcase event in May to help disseminate info about REAP across GCU • Participate in Strathclyde ‘brown bag’ events and forthcoming Learning Enhancement Network (LEN) event • Develop two workshops aimed at their subject groups • Commit to writing-up pilots and other contributing material • Help with evaluation

  5. Implementation update • All initial assessment pilots well underway • Most teething problems with technology have been sorted out • Capturing evidence from staff and students has begun • Impact of changes in assessment are encouraging reflection on next steps

  6. Level 1: Managerial Finance To reduce ‘tail’ of weak students through continuous assessment and regular feedback • 10 low-stake weekly MCQ tests implemented (10%) • More than 1 attempt allowed, but first mark recorded by students • Slow uptake initially, now much higher engagement • Linked to weekly seminars • Module progression already good, but aim to improve grades overall • Evaluation planned (monitor exam results, questionnaire & focus groups)

  7. Level 1: Marketing Fundamentals To reduce marking and admin time in summative assessment • First large scale online summative assessment completed (Jan 06) • Close collaboration with IT and Exams office • 435 concurrent students – 259 completed online • First evaluation completed (Qs, focus groups, staff time) • Technical issues being addressed • Amended process for May exams • Future plans include Saltire Centre

  8. Level 1: Economics, Markets & Enterprise To extend opportunities for formative assessment; to develop students abilities to assess and construct questions based on learning outcomes • Some lectures recorded for podcasting via BlackBoard • Pilot trial of EVS system in lectures • Liaising with ‘Organisations and their Environment’ module on wider use of EVS next year • Involving students in the construction of ‘model’ questions based on module learning outcomes and integrating theory with data gathering

  9. Level 1: Organisations & their Environment To provide more timely and useful feedback to students & reduce staff assessment workload • Reduction from 2 coursework assessments (wk 5 & 9) to 1 (wk 8) • New style marking criteria developed with clearer grading plus focus on constructive feedback • May consider electronic feedback software • Pilot of EVS in a level 4 module underway, considering introducing it to Level 1 next year. • This module will have new leader next year • Evaluation plans being drawn up

  10. Level 1: Understanding Management To enhance the consistency and quality of formative feedback & reduce staff assessment workload • Electronic feedback software is being used • Students have consented to receive feedback electronically directly to their chosen email address • Staff are also trialling this in other modules (Level 2, Perspectives on People at Work; level 3, Strategic Management) which allows for comparisons and exchange of experiences • Each has a different logic for adaptation and implementation • Evaluation plans in hand (Qs, focus groups, staff diaries)

  11. Level 2: Perspectives on People at work To reduce staff marking workload, enable quicker & more consistent formative feedback • Database of frequently used essay feedback comments developed • Pilot use of electronic feedback software • E-tivities & discussion boards are being used to enhance formative feedback & encourage peer support • Evaluation underway (focus groups planned) • Plans to scale up this process next year

  12. Level 2: Consumer Buyer Behaviour To improve progression at first exam diet and reduce staff workload • Weekly online tests established • Considerable technical difficulties with publisher’s resources – now resolved • 10 of 12 tests assessed (25%) • Time restrictions on test availability • Improvement in average weekly scores & more engagement with course text book noted • Electronic submission of coursework for quicker turnaround • Staff workload logged, focus groups planned, test marks & exam results monitored

  13. Level 3: Strategic Management To improve the usefulness, quality, consistency & timeliness of feedback from a large teaching team with the aid of EFS, in the process achieving efficiency gains • Detailed baseline data on previous assessment strategy collected • Module ‘position statement’ circulated to REAP team • EFS training sessions for 6 members of module team • Module leaders have tailored EFS to module requirements • Module team now piloting module specific EFS • Evaluation underway (time logged, interviews, focus groups)

  14. Level 3: Business Research Methods To enhance feedback to students and reduce staff workload • Shift from final exam (50%) to phased submission of student portfolios comprising 4 topics (also 50%) • Will move to e-portfolio format • Pilot of electronic feedback software also underway • Pilot of Excel-based software for automated marking & feedback on quantitative analysis • Detailed logging of tutor time underway • Blackboard discussion boards for student reflection planned

  15. Postgraduate Modules to ensure consistency and quality of formative feedback in the following MBA & PgD Human Resource Management modules: • Management Integration (F2F) • Management Integration (online) • Management Consultancy • Managing Activities • All have a management report as a major formative assessment (no exam) • EFS is being used for feedback in Sem B • Evaluation plans similar to those for Understanding Management module

  16. Dissemination • Several REAP participants will present at GCU’s internal Learning & Teaching event (May) • Information has been disseminated internally via the ELearning@GCU publication and online news update • Abstract submitted to BB Europe conference (May)

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