Fund for the Development of Teaching and Learning (FDTL5)

1. Fund for the Development of Teaching and Learning (FDTL5) Jenny Anderson, Lyn Bibbings, Liam Higgins, Caroline Jackson.

2. Purpose of this presentation • Introduce you to the ‘TLC’ project • Outline some audit findings about the type of assessments used in three HEIs • Explore some of the reasons we assess the way we do

3. Diversity of Assessment • The project aims: • to develop alternative forms of assessment, that do not rely solely on the written word • To provide a variety of assessments so ALL students have opportunities to develop their strengths, as well as address their weaknesses

4. HEFCE funded 2004-7 • Bournemouth, Oxford Brookes and Southampton Solent Universities • Two main elements: • Developing and trialing different types of assessment • Empowering and enabling lecturers to implement them

5. Mass higher education and diversification creates a need for more varied approaches to teaching, learning and assessment (Race, 2003; Elton and Johnston, 2002) The project focuses on inclusive assessment, particularly for students with dyslexia Rationale

6. Diversity of Assessment – from the QAA Subject Benchmark Statements • Analytical exercises     • Briefings• Computer-based assessments and exercises • Continuous assessment• Coursework with discussion elements• Critical diaries, learning logs and journals• Crits• Data interpretation exercises

7. Diversity of Assessment • Design tasks• Dissertation• Documentation• Electronic presentations: CD, web pages, etc• Essay assignments• Examinations (seen)• Examinations (open book)• Examinations (take away)• Examinations (unseen)

8. Diversity of Assessment •  Exhibition and poster displays• Extended investigations (e.g., statistical)• Fieldwork reports• Finding primary source material• Geological mapping• "In class" and module tests• Internship diaries  • Laboratory practical reports

9. Diversity of Assessment • Laboratory examinations and practical tests• Multiple choice testing• On-line assessment• Optical Mark Reader Assessments • Oral examinations• Placement or Exchange reports• Peer and self-evaluation• Personal research projects

10. Diversity of Assessment •   Portfolios and sketchbooks• Problem based learning• Projects, independent or group• Practical reports• Sandwich Year reports • Simulation exercises• Slide and picture tests• Student-led seminars, presentations and discussions

11. Diversity of Assessment • Synoptic examinations• Treatment reports  • Video formats• Viva voce examinations• Work books• Work experience report  

12. Mode of assessment Essay Exam Report Presentation Test Practical

13. HEI and assessment

14. No significant effects for: • CATS • Core • Option • Level • Number of students • Number of dyslexic students

15. MANOVA of HEI individual assessment

16. MANOVA of HEI and group assessment

17. HEA National Survey of Assessment Practice in Hospitality, Leisure, Sport and Tourism, 2005. • Reports • Essays • Exams • Presentations

18. Why do we assess the way we do? • It reflects our theory of teaching • It is traditional • It is difficult to change • Assessment needs to be valid and reliable

19. It reflects our theory of teaching • Telling • Organising student activity • Facilitating learning • (Ramsden, 2003)

20. It is traditional • “… it would appear that traditional assessment, whichever form this may take in different disciplines, is often accepted uncritically, which is much less the case for innovative assessment (Elton and Johnston, 2002:4). • “… you have to assess everything that moves in order to capture student’s time and energy” (Gibbs and Simpson, 2004:8).

21. It is difficult to change • Rational adopters • Pragmatic sceptics • Resisters / Defenders • Pennington, (2003:9)

22. Assessment needs to be valid and reliable • “... the everyday trust we put in grades, marks and classes is not shared by experts in assessment” (Knight and Yorke:15). • Reliability over validity – ‘doing the wrong thing righter’ (Elton, 2005).

23. Summary • The TLC project is concerned with using non or partly written assessment, that is inclusive • Preliminary research suggests that assessment is mainly written and that non and partly written assessment may differ between HEIs • The project may go on to research lecturers’ attitudes towards using non or partly written assessment

24. How Can You Get Involved? • You may have examples of non or partly written assessments that you have used - we should like to hear about them. • You may have experienced difficulties when trying to introduce more diverse assessment, we would like to hear about your experiences. • Check our website as it develops http://www.creativeassessment.org.uk/default_new.asp Contact: Alison Palmer • tlc@creativeassessment.org.uk

25. Where to get more information • BIBBINGS,L., (2002). Exploratory Research of Dyslexic Students’ Learning. LINK Issue 3, Considering Students with Disabilities www.hlst.heacademy.ac.uk • BIGGS, J., (2003) Teaching for Quality Learning at University 2nd ed. Buckingham: Open University Press. • BROWN, G., (2001). Assessment: a guide for lecturers. LTSN Nov 2001. http://www.heacademy.ac.uk/resources.asp?process=full_record&section=generic&id=3. Accessed 7/01/06 • BROWN, S., (2004). Assessment for Learning. Learning and Teaching in Higher Education. Issue 1. Pp 81-89. • CADISE (Consortium of Arts and Design Institutions in Southern England), 2000. Dyslexia in HE Art and Design: HEFCE Dyslexia Project Report. www.cadise.ac.uk/interest_groups/dyslexia_index.htm

26. ELTON, L., (2005). Doing the right thing or doing things righter?????. SPACE Conference?????? • ELTON, L. and B. JOHNSTON, (2002). Assessment in universities: a critical review of research. York: LTSN Generic Centre. • GIBBS, G. and SIMPSON, S., (2004). Conditions under which assessment supports students’ learning. Learning and Teaching in Higher Education. Issue1. 3-31. • GARDNER, H., (1993). Frames of mind the theory of multiple intelligences. 2nd ed. - London : Fontana • HIGHER EDUCATION ACADEMY, (2005). National Survey of Assessment Practice in Hospitality, leisure, Sport and Tourism. http://www.hlst.heacademy.ac.uk/projects/benchmarking.html Accessed 7/01/06

27. JARVIS, P., HOLFORD, J., and C. GRIFFIN, (2003). The theory and practice of learning. 2nd ed. Oxford: RoutledgeFalmer • KNIGHT, P., and M., YORKE, (2003). Assessment, Learning and Employability. Maidenhead: Open University Press. • LTSN Centre for Bioscience, (2005). Assessment Audit Tool. http://www.bioscience.heacademy.ac.uk/resources/Audit.htm Accessed 7/01/06 • NWPDHE (National Working Party for Dyslexia in Higher Education), (1999). Dyslexia in HE ; policy, provision and practice. Hull: University of Hull • PENNINGTON, G., (2003). Guidelines for promoting & facilitating change. York: LTSN Generic centre • RAMSDEN, P., (2003). Learning to Teach in Higher Education. London: RoutledgeFalmer

28. SPACE (Student Staff Partnership for Assessment Change and Evaluation project). http://www.space.ac.uk/assess.php • WATERFIELD, J., WEST, B. (2002). SENDA compliance in Higher Education. An audit and guidance tool for accessible practice within the framework of teaching and learning. University of Plymouth: South West Academic Network for Disability Support (SWANDS)