Www.reap.ac.uk Re-Engineering Assessment Practices in Scottish Higher Education Catherine Owen REAP Project Manager Jenny Booth REAP Teaching and Learning.

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Presentation transcript:

Re-Engineering Assessment Practices in Scottish Higher Education Catherine Owen REAP Project Manager Jenny Booth REAP Teaching and Learning Technology Advisor Centre for Academic Practice and Learning Enhancement

Project philosophy  definitions of assessment: summative, formative and developmental  players in assessment process: students, tutors, peers, computers  assessment and feedback are key drivers of student learning  ‘assessment’ encompasses a broad range of activities and approaches  a varied portfolio of technologies can support assessment and feedback

Community drivers  Quality Enhancement Framework: enhancement themes initiative  first theme: assessment  key findings: assessment ‘overload’ formative/summative balance provision of effective feedback aligning teaching, learning and assessment innovative assessment techniques

The project  ‘re-engineering’ assessment design and delivery in core modules across three institutions: Strathclyde University Glasgow Caledonian University/Caledonian Business School University of Glasgow  focus on first year classes

Assessment in first year  contextual drivers for change: large class sizes (up to 600 students) under-resourced modules limited feedback opportunities poor student engagement with subject lack of subject/class identification dysfunctional learning behaviours disappointing exam pass rates/marks retention rates

Project objectives  encourage and support best practice development in assessment/feedback delivery in 12 modules/classes  introduce portfolio of mutually-supporting e-learning tools and technologies  pilot, test and refine course re-design  identify and overcome barriers  disseminate learning benefits and efficiency gains to encourage others

Example pilot: Strathclyde University Department of Psychology  580 first year students, of which circa 130 will continue the subject into second year  drivers for change: improving learning experience improving standard of second year entrants improving overall exam marks

Example pilot: Strathclyde University Department of Psychology first stage of re-engineering: A series of scaffolded learning tasks undertaken via group discussion forums harnessing available and sustainable technology introducing ‘scaffolded’ formative assessment opportunities developing ‘learning community’ Simple but effective!

Further information: REAP Project Team