Presentation on theme: "Dr David Nicol Project Director Centre for Academic Practice University of Strathclyde Re-engineering Assessment Practices in Scottish."— Presentation transcript:
Dr David Nicol Project Director Centre for Academic Practice University of Strathclyde Re-engineering Assessment Practices in Scottish Higher Education
Rationale for project Assessment – key driver of student learning Assessment is a major cost in HE: economies of scale limited Assessment influences a wide range of organisational, pedagogical and business processes in HE
Educational basis Enhanced formative assessment resulted in learning gains that were among the largest ever reported (Black & Wiliam, 1998) Assessment does not fully prepare students for learning throughout life (Boud, 2000). Assessment predominantly teacher-centred – must develop learner self-regulation (Nicol & Macfarlane-Dick, 2004: 2005; Yorke, 2003) Gibbs & Simpson (2004). FAST project
Educational basis Technologies can enrich assessment (Bull & McKenna, 2004) And help develop learner self-regulation (Nicol & Milligan, 2005). So far, little attempt to integrate a range of technologies to support assessment for learning.
Aims of Project Re-engineer assessment practices in 3 HE institutions using supportive technologies. Increase range of approaches - self, peer, tutor, to enhance motivation & self-regulation Integrate technologies – online tests, e- voting, e-portfolios, VLEs, admin systems and online-offline interactions Focus is on large 1 st year classes Improve learning quality and/or reduce costs
Partners & roles Strathclyde Univ: 5 departments (one per faculty) with large 1 st year classes (MechEng, Marketing, School of Pharmacy, Psychology, Primary Education) Caledonian Business School (faculty reengineering – core divisions) Glasgow Univ (electronic voting technologies) Allows synergies and comparisons (dept/faculty/institution)
Implementation models Curriculum re-engineering - holistic Departmental/faculty resources, core team in CAP and cross-institutional support [LS, ITS, VLE team] (Strathclyde University) E-learning champions in divisions (Caledonian Business School) Software engineer and educational developer (Glasgow University)
Evaluation: baseline and comparison Impact on learning quality –assessment experience questionnaire, documentation analysis (e.g balance of self, peer and tutor assessment) and interviews. Cost/workload analysis (staff time on activities) Cost-benefit analysis Institutional changes (cultural, organisational, pedagogical and technical)
Project deliverables Case studies (exemplars) of re-engineered assessment based on learner self regulation Document lessons learned through curriculum re-engineering (department/faculty/institution) Evidence of impact: cost/quality improvements Workload and cost-benefit models Develop electronic voting software/approaches Identify organisational and support issues
Dissemination/ benefits to sector Project website – complete documentation Scottish network on e-assessment funded separately by Funding Council (£50k) JISC & HE Academy & SFC Conferences and workshops Publications in refereed journals Guidelines for practitioners
Questions and discussion
Departmental plans (examples) Marketing: more effective feedback delivery and peer processes School of Pharmacy: developing reflection and self-assessment skills supported by e- portfolios. Psychology: self-testing and dynamic feedback through simulations and use of personal response system in lectures.
Research Evidence Black & Wiliam (1998) significant learning gains from active S involvement in assessment Yorke (2003) & Boud (2000) assessment inhibiting development of learning society Nicol & Macfarlane-Dick (2004: 2005); Nicol and Milligan (2005) – how self-regulation might be supported through assessment Gibbs & Simpson (2004) – conditions for effective assessment in science