Key Contacts Meeting

Assessment Types of assessment Making assessment fit for purpose –Aligning with learning objectives –Aligning with syllabus Student motivation Time costs for staff Other issues

Feedback Forms of feedback –Coursework –Exams –Generic versus individual –Mechanising feedback –Peer assessment Getting students to engage with feedback PDP Other issues

What makes a bad assessment? Too much upfront detail, too much information Poorly phrased question (not too specific if you want to encourage creativity) Very technical question on its own (need something more to test application) Not aligning question with what you want them to achieve Breaking down in too much detail marking scheme (or no detail)

What makes a bad assessment? Not aligning question with student level (but does allow students to be show their range of abilities) Broken down assignments more appropriate at level 1 than level 3 Multi part assessment good for testing range of abilities Can be easily answered by wikipedia Regurgitated questions (partic. Quant. Quest) Over assessment

What makes a bad assessment? Tutor doesnt recognise diversity in students – important to set out expectations in language that students can understand Making it marking scheme too clear so students aim at minimum pass Good assessment can feedback on teaching Set at end of term and marked over vacation End of term exams where students learn least Important to have a variety of assessment

What makes a bad assessment? Timing of assessment and feedback to help further learning An exam that draws on a number of modules could be important

Designing assessment for an individual module Variety and flexibility – weekly assignments, projects, exams, applied projects etc Exams/tests good because of plagiarism Different assessment for undergrads/postgrads?

Designing assessment for a degree programme Assessment desire, change over degree (e.g. level 1 core skills..) Large classes – need systems of moderation for teaching team Challenge of large groups – cohorting, buddying etc METAL good exemplar of question structure etc Coordinating assessment over the years – assessing different skills in different years

Effective use of feedback Legible; timely; forward-looking (how can they improve?); follow-up if necessary; structured by learning objectives; balanced – positive and negative; reflections from previous years cohort

Plagiarism: issues and solutions Issues How serious? –More conscious of it –Internet makes it easier Poor English (overseas st) –Study cultures Student understanding of plagiarism –Why is it an issue? –Need to provide evidence –Referencing –Wikipedia? Solutions Catching students early Advice in feedback Abandoning open-ended essays; use of problem- based assignments –But still problem of student collaboration Précis of article Dont penalise poor English Turnitin –Do students see their own report? –How reliable?

Plagiarism: issues and solutions Issues What does plagiarism include? –Deliberate or accidental Is there best practice in the use of Turnitin? –How often do you use it? –Above what score do you penalise? What sanctions? Pressures on staff if students fail through plagiarism Problems at postgrad. level Buying hard copies Pressure to move away from coursework Solutions Regular contact with students Use of vivas Use of Turnitin is as educational tool Designing out plagiarism Internet detective Courses on use of Internet