Inclusive Assessment
External Examiners Conference -2017
Jane Collings
Educational Developer
Teaching and Learning Support
Plymouth University
[email protected]
Challenging myths and changing
approaches to assessment
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Difficult territory
Powerful myths about assessment
Disciplinary defences and pockets of resistance
Provide an authentic approach
Assessment for learning
Engage students in assessment
Assessment as an equitable learning experience
2
Why inclusive assessment for learning?
“We face a system of assessment that has been subject
to slow incremental change, to compromise and to
inertia.............Assessment is not sufficiently equipping
students to learn and we are failing to prepare them for
the rest of their lives. ”
Boud & Falchikov (2007)
“Through inclusive design wherever possible, and
through individual reasonable adjustments wherever
required, assessment tasks provide every student with
an equal opportunity to demonstrate their
achievement.” (QAA (2013) Quality Code for Higher
Education Ch B6)
Inclusive Assessment -why at Plymouth
• A review of the PU assessment (2012) indicated
inconsistent practices
• Student voice – assessment and feedback is an important
theme for NUS & UPSU
• Traditionally NSS & SPQ low scores for assessment &
feedback
• Student retention through learning from regular
meaningful assessment tasks and prompt feedback.
• Large numbers of disabled students at Plymouth 15.4%
(n =3,065) 2015/16.
• The Disabled Student Allowance reduction 2015 &2016
• Costs of modified assessment provision
Student voice: assessment and feedback
‘Feedback is often
provided within a
matter of hours after
sending work off for
formative marking,
meaning students can
improve and work on
skills needed
continuously’
‘The
coursework
guidance was
ambiguous’
‘The coursework
was outdated,
and difficult
because it
lacked industry
relevance’
We need formative
assessment at the
beginning so we can
improve in
summative
assessments’
‘The assessments
were vague and
unclear leaving me
puzzled and
confused- I have no
idea what makes an
A, B or C’.
(NSS Plymouth 2016)
An inclusive approach is not
new at Plymouth….
SPACE Project. Waterfield and West (2006)
Contingent
approach
offers
provision of
special
arrangements
or
adjustments
within existing
systems
Alternative
approach
offers
different
assessment
methods as a
bolt-on for a
minority of
disabled
students.
Inclusive
approach
is designed to
ensure
accessibility
for all
students and
reduces the
need for
MAPs.
Assessment Policy:2014-20 (updated 2016)
• Pre- assessment / feed-in activities information, discussion, practice,
with easily accessible assessment and marking criteria.
• A range of work related simple assessment methods aligned to
learning outcomes.
• Scheduling - throughout the year, normally only 2 summative
assignments per 20 credit module.
• Access to electronic submission and originality checking software.
• Fairly marked, anonymously ( if appropriate) with moderation and
second marking
• Receive constructive feedback after all assessments including
examinations.
https://www.plymouth.ac.uk/your-university/teaching-and-learning/guidance-and-resources/plymouth-universityassessment-policy-2014-2020
Planning assessment - using feed-in, feed-forward, feedback
Feed-in
Well designed assessment, briefing & preparation , DLE assessment
resources practice papers & sessions, assessment & marking criteria
Feedback
Student
Learning
end of task & exams, written,
verbal, mp3, YouTube,
constructive legible feedback
use of DLE marks/grades
Feed-forward
Formative ‘feedback’, cues, discussion, mid-way reviews,
tutor, peer & self-review and feedback
Magne (2013) adapted from Brown (2007)
Improved assessment design
 Aligned to learning outcomes & assessment criteria
 Use a range of assessment methods-that require few
modifications for disabled students
 Work related and authentic which stimulate student
engagement
 Well written and clearly structured questions
 Offer opportunities to practice & progression
 Clear briefing, information, assessment and marking
criteria
 Timetabled pre-assessment & feedback literacy activities
 A choice of assessment methods (maximum of 2)
 A maximum 50% weighting for each method
 Avoid over –assessment
What assessment methods can we use
to enhance inclusivity and authenticity ?
Story board
Blogs
Exhibition
E-journal
Leaflet
Poster
Video
Podcast
Field work
Portfolio
Wiki
Debate/conferences
Defence
Viva
Research bid
Case Study analysis
Simulation (OSCEs)
Performance
Reflective journal
Annotated bibliography
Quizzes
Essay
Lab reports
Presentation
Exams





Seen
Open book
Case based
MCQs
Online
Using a range of assessment methods.
https://www.plymouth.ac.uk/uploads/production/document/path/2/2515/Assessment
_methods_and_their_modified_assessment_provision_feb_15v2.docx
Module level: mapping learning outcomes, professional
requirements & assessment methods
Learning outcomes
Professional requirements
Formative assessment
Assessment methods
Feedback methods
Deadline
Assessment methods
Summative assessment
Assessment methods
Feedback methods
Deadline
Feedback methods
Deadline
Assessment methods
Feedback methods
Assessment methods
Feedback methods
Deadline
Deadline
https://www.plymouth.ac.uk/uploads/production/document/path/6/6413/Mapping_learning_outco
mes__professional__bodies__assessment_and_feedback.docx
Example

Year:
1/2/3/4/5
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
Inclusivity indicator/ risk factors


Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
https://www.plymouth.ac.uk/uploads/production/document/path/2/2483/Assessment__gap_analysis__A3_size.docx
Professional skills
Communication skills
work placed aligned
Scheduling bottle- necks
Risk of modified
assessment provision
feed -forward / feed back
offers progression
feed-in /preparation
Information leaflet
Presentation /viva
Open book exam
Website/ wiki /podcast
Reflective journal
Essay
Case study/ lab report
IPSE / OSCE
MCQ exam
Programme mapping: assessment methods
Skills development

Improving programme level
assessment scheduling
 Assessment scheduled throughout the year avoiding bottle necks
 Shorten length of assessments ( max 2 hours )
 Avoid over assessment – normally 2 summative
assignments
 End the use of re-sit exams in August in the UK.
Programme level assessment planner
Assessment
Planner
Stage / year
September
October
November
December
January
February
March
April
May
June
July
Module 1
Module 2
Module 3
Module 4
Module 5
(examples)
Coursework
MCQ
Module 6
Stage / year
Key
CW
September
October
November
December
January
February
March
April
May
June
July
Module 1
SATest
Short Answer Test
E.Exam
Essay exam
Rep
Report
IndPr
Individual Presentation
GpPr
Group Presentation
IndPost
Individual Poster
GpPost
Group Poster
OCSE
Module 2
ISCE
Module 3
Module 4
Module 5
Module 6
Stage / year
Module 1
Module 2
Module 3
Module 4
Module 5
Module 6
September
October
November
December
January
February
March
April
May
June
July
Pr
Practical
IndViva
Individual viva
Perf
Performance
AP
Action Plan
W
WebsiteWiki
Cal
Calculations
Port
Portfolio
Obs
Observation
Deb
Debate
RJ
Reflective Journal
Exhb
Exhibition
E-J
E-Journal
Bl
Blog
LitR
Literature Review
Developing feedback to
Improve student learning &
achievement
Planning feedback - using feed-in, feed-forward, feedback
Feed-in
Well designed assessment, briefing & preparation , DLE assessment
resources practice papers & sessions, assessment & marking criteria
Feedback
Student
Learning
end of task & exams, written,
verbal, mp3, YouTube,
constructive legible feedback
use of DLE marks/grades
Feed-forward
Formative ‘feedback’, cues, discussion, mid-way reviews,
tutor, peer & self-review and feedback
Magne (2013) adapted from Brown (2007)
Engaging students in feedback
Students
effectively
engaging with
feedback
Assessment
literacy
Methods of
providing
feedforward
& feedback
Integration
of feedback
into the
curriculum
Feed in / forward/feedback activities
 Detailed pre-assessment activities/ feed in/
practice/ tutorials (timetabled)
 Examples of annotated past work /
presentations/ exam papers on the DLE
 Introduce students to feedback/comment on
past feedback/ get students to write feedback
Feedforward
• More formative assessments - marked by staff or
students
• Peer review and feedback as a method of
formative assessment
• More tutorials/review of students work in
progress
• Feedback on practice exams/laboratory work
presentations/clinical skills
• Enable students to constantly self–assess their
work
Feedback - examples from Plymouth
• Tourism and Hospitality – immediate feedback after on
line exams with model answers – self review and marking
of coursework prior to submission
• Dental School – same day feedback on practical and
written exams
• Navigation and Maritime Science – generic feedback on
the DLE within days
• Sociology - generic group feedback, exam script review,
invitation for 1 to 1 feedback
• Law - generic feedforward individual exam feedback
tutorials with scripts
• Engineering – an academic asks students to mark their
own papers at the following session – sometimes they have
already marked them y sometimes not ………!
• Computing and Maths – an academic and student mark
the work together
Impact of intervention: 2016 NSS scores
ASSESSMENT
AND FEEDBACK
University
of
Plymouth
Dental
Surgery
Social
Work
Midwifery
Art
History
Graphic
Communication
&
Typography
5.The criteria used in
marking have been
clear in advance
6.Assessment
arrangements and
marking have been fair
7.Feedback on my work
has been prompt
8.I have received
detailed comments on
my work
9.Feedback on my work
has helped me clarify
things I did not
understand
81%
89%
88%
97%
92%
89%
79%
91%
84%
92%
92%
89%
70%
87%
100%
95%
92%
94%
76%
85%
94%
92%
92%
89%
69%
87%
84%
87%
92%
89%
Resources to support assessment
https://www.plymouth.ac.uk/your-university/teaching-and-learning/guidance-andresources/assessment
Web resources & references
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https://www.plymouth.ac.uk/your-university/teaching-and-learning/guidance-andresources/plymouth-university-assessment-policy-2014-2020
https://www.plymouth.ac.uk/uploads/production/document/path/2/2516/Good_practice_inclusive
_assessment_updated_May_2016.pdf
https://www.plymouth.ac.uk/uploads/production/document/path/8/8424/University_of_Plymouth
_Examination_Toolkit.docx
https://www.plymouth.ac.uk/your-university/teaching-and-learning/assessment-and-feedback
https://www.plymouth.ac.uk/your-university/teaching-and-learning/inclusivity
Boud,D.,& Falchikov,N.(2007) Rethinking Assessment in Higher Education –
Learning for the longer term. London. Routledge.
QAA: (2013) UK Quality Code for HE. Chapter B6. Assessment of students and
recognition of prior learning
Waterfield, J., & West, B.(2006) Inclusive Assessment in Higher Education: A
Resource for Change. Plymouth University