Innovations in assessment: an investigation into the role of blended learning as a support mechanism for assessment

Innovations in Assessment An investigation into the role of blended learning as a support mechanism for assessment Sarah Field & Lucy Jones Brighton Business School January 2010

Aim of Project
To understand more about effective ways of using information and communications technology to enhance the student learning experience.
I n particular, to investigate issues related to blended learning and assessment innovations.

Motivating Factors
The need for additional formative assessment and feedback in law modules where radical changes in summative assessment had been introduced: from the usual 70% unseen examination 30% coursework ratio to a 100% seen examination.

Effective feedback goes to the heart of the student learning experience
Feedback should ‘promote learning and facilitate improvement’. (Quality Assurance Agency 2001) ‘ Feedback’ and ‘feed-forward’ should be systematically embedded in curriculum practices. (Nicol and Macfarlane-Dick 2006)
“ Creating an environment rich with useful, high-quality feedback that supports effective student learning is possible without a negative impact on staff time.” supra.

Blended Learning and Formative Assessment
Advances in computer technology have enabled the union of e-learning and formative assessment.
Computer based assessments have the potential to provide an effective mechanism for giving feedback and are, at least, moderately effective in supporting student learning. (Miller 2009)

Concerns
Most academics acknowledge the need for assessment innovations. In addition, there is general concern over:
Limits on lecturers’ time
Increased student numbers
No additional resources
Incidence and prevalence of plagiarism in coursework.

The LLB Programme at the University of Brighton
Within the LLB programme there is an emphasis on innovation in student development, assessment and learning.
Variety of assessment methods are used in Law modules.
The introduction of the 100% seen examination is a half way house between the unseen examination and Coursework.

Assessment by 100% Seen Examination:
Rationale
Reduce the burden of summative assessment through out the academic year.
Address concerns about ethical practice (particularly with regard to coursework).
The return to the traditional 100% unseen examination was viewed as a retrogressive step in student assessment.

Blended learning introduced to support method of assessment
Rationale
Increase the opportunities for formative assessment.
Students benefit from one to one communication with lecturer and feedback.
Time to complete the formative assessment is clearly built into the lecture/seminar structure.
No additional resources are required.
Builds on 'HEFCE strategy for e-learning' ( HEFCE 2005/12 ) which focuses on enhancing learning, teaching and assessment through the use of technology.

Assessment in Criminal Law: Year 2 Core module
100% seen examination
An examination paper is released to students two weeks prior to the examination date.
The three hour paper takes the form of two compulsory problem questions and a choice of two out of four essay questions.

Pilot study
2007/8: revision folder on the criminal law module page of ‘studentcentral’.
In face-to-face session, students alerted to the e learning session to replace F2F revision session.
The materials: 2 sets of revision aids, 4 multiple choice revision tests (answers also supplied separately), a mock exam question.
A statistical tracker system was enabled to monitor student access of the materials.
Questionnaires distributed to the students.

Questionnaire on e-learning session distributed to students
45 students (66%) completed the questionnaire.
43 (95%) felt that the e-learning session had been a positive learning experience.
“ The e-learning gives you a chance to find out properly whether your understanding and knowledge of the subject is along the right lines.” “ It is useful to be able to get the chance to attempt to answer a written question and then to have it marked.” “ Quick questions were good revision tool to check how much you know of basic principles.”

The Research Study
Blended learning introduced into two core modules:
Public Law (year 1): Assessment = 30% coursework + 70% closed book examination
Criminal Law (year 2): Assessment = 100% seen examination

Module Design
E-learning sessions introduced in place of face to face seminars (35% for Criminal Law, 20% Public Law).
The activities range from short answer questions on topics covered in lectures, mini research questions and formatively assessed exam-style essay and problem questions.

Student Perceptions
Questionnaire: 10 questions formulated so that students could choose from 3 possible responses (agree/not sure/disagree).
Some open ended questions to elicit more detailed responses.
Questionnaire distributed towards the end of the module.
Response rate: 80 returns (approx 56%).

Student Engagement Participation from student questionnaire Participation extracted from tracker system on studentcentral Yes No Yes No

The ratio of e-learning sessions to face to face sessions was about right for the module Agree Not sure Disagree Ratio of On-Line & Face to Face Ratio of On-Line to Face-to-face Sessions 65.31% 18.37% 16.33%

I appreciated being able to choose when and where to complete the e learning material. Agree Not sure Disagree Flexibility of On-Line Learning Flexibility of On-Line Learning 81.63% 8.16% 10.20%

E-learning helped develop my understanding of the subject Agree Not Sure Disagree Helped Understanding of Subject 51.02% 32.65% 16.33%

E-learning encouraged me to work independently Agree Not sure Disagree Increased Independent Learning 53.06% 18.37% 28.57%

E-Learning helped me to prepare for assessment (examination/coursework) Agree Not Sure Disagree Helped Prepare for Assessment 36.73% 28.57% 34.69%

Is it working? The results
Criminal Law 2008/9 overall examination mark remains within boundaries of previous years but average mark for topic areas covered by e-learning increases to 61.5% from 59%.
Public Law 2008/9 overall examination mark remains within boundaries of previous years but average mark for topic areas covered by e-learning increases to 57.5% from 51%.

Conclusions
Students are prepared to participate in formative assessment via e-learning.
Students are more likely to engage with the materials than they are to prepare for all face to face seminars.
Students appreciate the flexibility and accessibility of e-learning.
Students’ perception of blended learning as an effective learning tool for developing understanding of topic areas and as preparation for summative assessment is questionable.

Conclusions
Blended Learning :
Enhances the student learning experience without the need for additional resources
Supports shifts in assessment practices where there has been a move towards greater use of summative assessment by examinations.
The seen examination paper appears to work well as a halfway house between the traditional unseen examination and assessment through coursework.

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Innovations in assessment: an investigation into the role of blended learning as a support mechanism for assessment

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