How to fit an elephant into a cool box: Programme Assessment re-visited
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TESTA has shown the value of looking beyond modules to the big picture of assessment and feedback in higher education. This presentation looked at TESTA's three big ideas: (1) Modules as the wrong metaphor for student learning; (2) Matching assessment and feedback to educational paradigms which enable learning; (3) Beyond content as curriculum.
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How to fit an elephant into a cool box: Programme Assessment re-visited
- 1. How to fit an elephant into a cool box: Programme Assessment re-visited Dr Tansy Jessop, TESTA Project Leader Sports Away Day 23 June 2014
- 2. IDEA 1: If you let modules determine your thinking about assessment, then student learning suffers. TESTA’S three big ideas
- 3. Thinking about modules modulus (Latin): small measure “interchangeable units” “standardised units” “sections for easy constructions” “a self-contained unit”
- 4. How well does IKEA 101 packaging work for Sports Studies 101? Furniture Bite-sized Self-contained Interchangeable Quick and instantaneous Standardised Comes with written instructions Consumption Student Learning Long and complicated Interconnected Distinctive Slow, needs deliberation Varied, differentiated Tacit, unfathomable, abstract Production
- 5. IDEA 2: If you treat assessment and feedback only as a big industrial processing machine, than you are likely to get stuck in the wrong paradigm. TESTA’s big idea No 2 Credits Word counts
- 6. There are two dominant paradigms…
- 9. IDEA 3: It’s not all about the content. It’s not all about information. It’s not all about stuff students need to cover. TESTA’s big idea No 3
- 10. Is learning about knowing content?
- 11. Curriculum is about.... Knowing is about content Acting is about becoming a historian or soldier or a sports psychologist Being is about understanding yourself, orienting yourself and relating your knowledge and action to the world See Barnett and Coate (2005) Knowing Being Acting
- 12. The best approach from the student’s perspective is to focus on concepts. I’m sorry to break it to you, but your students are not going to remember 90 per cent – possibly 99 per cent – of what you teach them unless it’s conceptual…. when broad, over- arching connections are made, education occurs. Most details are only a necessary means to that end. http://www.timeshighereducation.co.uk/features/a-students- lecture-to-professors/2013238.fullarticle#.U3orx_f9xWc.twitter A Student’s lecture to professors
- 13. Cut to your views...
- 14. Team A: The one assessment idea I’d like to see working across our whole department is…. Team B: The one feedback idea I’d like to see working across our whole department is…. Five minute ‘espresso’ time
- 15. In groups, spend 5 minutes placing your post-it ideas on flipcharts in clusters or themes: TEAM A - Assessment TEAM B - Feedback. Go dotty: Go round the room for 10 minutes placing green dots on the ideas you most like, yellow on ambivalent, and red that you hate. Espresso ideas on flipcharts
- 16. www.testa.ac.uk
- 17. Barnett, R. and Coate, K (2005) Engaging the Curriculum in Higher Education. Maidenhead. SRHE. Gibbs, G. & Simpson, C. (2004) Conditions under which assessment supports students' learning. Learning and Teaching in Higher Education. 1(1): 3-31. Gibbs, G. & Dunbar-Goddet, H. (2009). Characterising programme-level assessment environments that support learning. Assessment & Evaluation in Higher Education. 34,4: 481-489. Hattie, J. (2007) The Power of Feedback. Review of Educational Research. 77(1) 81-112. Jessop, T. and Maleckar, B. (in press). The Influence of disciplinary assessment patterns on student learning: a comparative study. Studies in Higher Education. Jessop, T. , El Hakim, Y. and Gibbs, G. (2014) The whole is greater than the sum of its parts: a large- scale study of students’ learning in response to different assessment patterns. Assessment and Evaluation in Higher Education. 39(1) 73-88. Jessop, T, McNab, N & Gubby, L. (2012) Mind the gap: An analysis of how quality assurance processes influence programme assessment patterns. Active Learning in Higher Education. 13(3). 143-154. Nicol, D. (2010) From monologue to dialogue: improving written feedback processes in mass higher education, Assessment & Evaluation in Higher Education, 35: 5, 501 – 517 Sadler, D.R. (1989) Formative assessment and the design of instructional systems, Instructional Science, 18, 119-144. References
Editor's Notes
- Raise the question: are there problems with the packaging? Works for furniture – does it work for student learning? Assumptions of modularity: self-contained; disconnected; interchangeable. The next slide indicates some of the tensions of packaging learning in modules, and tensions inherent in the ,metaphor./
- Originally used for furniture and prefab and modular homes – how well does it suit educational purposes? I’m not taking issue with modules per se, but want to highlight that there have been some unintended consequences – some good, some bad – of using modular systems. Many programmes have navigated through them, some haven’t. Anyone who has built IKEA furniture knows that the instructions are far from self-evident – and we have translated a lot of our instructions, criteria, programme and module documents for students in ways that may be as baffling for them. Have we squeezed learning into a mould that works better for furniture?
- TESTA Higher Education Academy NTFS project, funded for 3 years in 2009. 4 partner universities, 7 programmes – ‘cathedrals group’. Gather data on whole programme assessment, and feed this back to teams in order to bring about changes. In the original seven programmes collected before and after data.