Testing TESTA: Keele's Approach. Katherine Haxton, TESTA Summit
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TESTA pilot on Psychology. TESTA for periodic review in the whole institution. Categorising different varieties of assessment.
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Testing TESTA: Keele's Approach. Katherine Haxton, TESTA Summit
- 1. Testing TESTA: Keele’s Approach Matt Street, Martin Rowley and Katherine Haxton
- 2. Our TESTA Journey Change Academy, Leeds, February 2012 Psychology Pilot Modular system – TESTA provided framework for coursewide perspective Some question marks over student questionnaire data (and difficult to obtain). Good tool to initiate discussion about balance of assessment suitable for Psychology
- 3. Our TESTA Journey Chemistry Curriculum Review TESTA ‘before’ and ‘after’ snapshot. Inspired inclusion of more diverse assessment. Quantified diversity of feedback forms in use. Difficult to quantify assignments with both summative and formative elements. Work in progress!
- 4. Our TESTA Journey Keele-wide Assessment Review Goal: to enhance our assessment and feedback practices and ease the assessment burden for both staff and students Assessment for Learning
- 5. TESTA ‘Lite’ Focus on programme data collection and reflection. Student questionnaire and focus groups optional. Template for programme responses to progress through university committees.
- 7. % Breakdown of Assessment Types % of all assessment Problem Sheets 14% Presentation Individual 7% Class Test 14% Exam Unseen 14% Practical Exam - Lab based 7% Practical Assessment 7% Group Project 7% Laboratory Assessment / Laboratory Book / Report 14% Practicals 14%
- 8. % Breakdown of Feedback Types Audio-visual 13% Model answer 18% Generic/Group typed/written 13% Verbal /face to face group 4% Individual typed/written 52%
- 9. Overview 100 90 % of Assessment 80 70 60 50 40 30 20 10 0 4 % credits Coursework % credits Practical Exam 5 6 7 FHEQ Level % credits Written Exam % Other Overall
- 10. Assessment Environment Characteristic of assessment environment Low Medium High This Programme % marks from examinations (Written) below 40% between 40 and 70% more than 70% 57 Variety of assessment methods (please complete manually) 1-3 different 4-6 methods 6+ methods methods Volume of summative assessment mark allocated more than 40 less than 15 15-40 times times times Volume of formative only assessment Volume of qualifying assessment less than 15 times 15-40 times more than 40 times 58 0 0
- 11. Required Reflection What changes to your assessment structure do you wish to make in light of your evaluation? Please identify any developmental support you may require to effect these developments. Which aspects of your assessment practices you would be happy to share with colleagues?
Editor's Notes
- I think we found looking at assessment across the course as a whole the most useful thing. We were aware of the problemof having such a module oriented focus and we thought TESTA provided a good framework for taking a course-wide perspective. We did not use data from the student questionnaires in the end as we were uneasy about the reliability of some of the items. Overall we thought it a good tool tostart us off thinking about the problems and the balance of assessments we thought suitable for our course
- Driven by staff changes, need to modernise, incorporate best practice and to apply for professional body accreditation.TESTA as a metric to evaluate change and to inspire reflection on said change.We’re doing well on diversity of feedback, but we’ve struggled to quantify certain aspects
- The rationale for the review is based on many developments required around assessment: assessment practices promote learning and enable students to meet the learning outcomes for each programmethere is diversity of assessment as outlined in the L&T Strategy Operational Plan our overall assessment practices are fit for purpose in regard to implementation of the revised academic year structure from 2014-15typed/electronic feedback is in place (where appropriate) for 2013-14revised expectations contained in the QAA Quality Code on Assessment are fully integrated into our assessment and feedback practices we address fully the actions outlined in the L&T Strategy Operational Plan we enhance our assessment and feedback practices and ease the assessment burden for both staff and studentsThe key issues in regard to assessment for learning are:The need for assessment diversity within a programme to enable students to demonstrate a range of achievements across a variety of assessment formatsThe need to review the use of examinations - the literature shows that many concerns have been raised about the suitability of an examination as an assessment tool…Examinations at the end of a semester (2-3 hours) are often used as the main/sole mode of assessment – this often does not enable students to demonstrate the range of knowledge and skills required in the module outcomes and will inhibit the development of assessment diversity and the development of different, more suitable, types of assessmentStudents are unused to long bouts of writing by handSustained writing by hand cannot claim to equip students with a skill that is highly valued in the graduate workplace They lose the flexibility that word processing affords – stopping/starting new sections/jumping from paragraph to paragraphIf an examination is required in order to have a sample of the students’ own work, a short-answer question could be set which could be undertaken during one of the later teaching periods – student learning for the ‘examination’ will of course contribute towards the learning hours for the module. This allows for other assessment to be undertaken throughout the module to test a wider range of learning outcomes.Staff to explore a shift in balance between summative and formative assessment – a move towards the latter provides the scope for a more effective and valid range of assessment tools – the use of formative assessment maximises the use of resources for learning.
- Added in qualifying assessment at the request of programmes such as pharmacy, psychology, medicine where competency is a key element of their assessment diversity.