Assessment at Salford Business School Examples and Issues Frances Bell, Salford Business School [email_address] http://www...
Agenda <ul><li>SBS Context </li></ul><ul><li>Why assessment is important </li></ul><ul><li>Examples of (innovative) practi...
Salford Business School Context <ul><li>Formed in August 2006 </li></ul><ul><li>Head of School Prof. John Wilson – externa...
Assessment – an issue of interest in SBS <ul><li>Evidence of design, quality assurance and student feedback essential for ...
Examples of (Innovative) Practice <ul><li>Use of Criteria Grids / Rubrics </li></ul><ul><ul><li>Paper/ automated </li></ul...
‘ Paperless’ Assessment on Research & IT Skills module <ul><li>Janice Whatley </li></ul><ul><li>Continuous assessment  </l...
‘ Paperless’ Assessment on Research & IT Skills module <ul><li>End of semester examination is also submitted online – 2 pa...
‘ Paperless’ Assessment on Research & IT Skills module <ul><li>Perceived benefits </li></ul><ul><ul><li>No printouts, no h...
Automated Individual Feedback <ul><li>Polly Sobreperez </li></ul><ul><li>Uses spreadsheet (for assessment criteria, studen...
Generated from and Names, marks  and  weightings Criteria and  descriptors etc =HLOOKUP(B11,Table,3) =HLOOKUP(A11,Table,2)...
Student Feedback Sheet <<Any other comment>>  Additional Comment  «Overall_Mark» «Comments_7» TOWS analysis «Comments_6» E...
Automated Individual Feedback <ul><li>Liked by staff and (some) students </li></ul><ul><li>May be seen as mechanistic </li...
Induction through to Feedback and QA <ul><li>(Customisable, paper-based) Essay Marking Template used as ‘Default’ on a set...
Issues <ul><li>Student benefit – encouraging them to make best use of support and feedback </li></ul><ul><li>Staff effort ...
Upcoming SlideShare
Loading in …5
×

Salford Assessment

1,076 views

Published on

Published in: Business, Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
1,076
On SlideShare
0
From Embeds
0
Number of Embeds
30
Actions
Shares
0
Downloads
7
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Salford Assessment

  1. 1. Assessment at Salford Business School Examples and Issues Frances Bell, Salford Business School [email_address] http://www.business.salford.ac.uk/staff/francesbell
  2. 2. Agenda <ul><li>SBS Context </li></ul><ul><li>Why assessment is important </li></ul><ul><li>Examples of (innovative) practice </li></ul><ul><ul><li>Paperless Assessment </li></ul></ul><ul><ul><li>Automated Individual Feedback </li></ul></ul><ul><ul><li>Induction through to Feedback and QA </li></ul></ul><ul><li>Issues </li></ul>
  3. 3. Salford Business School Context <ul><li>Formed in August 2006 </li></ul><ul><li>Head of School Prof. John Wilson – external appointment </li></ul><ul><li>3800 students from a range of countries </li></ul><ul><li>Formed from 4 previous schools – covering Information Systems, Business and Management, Accountancy, Economics, Leisure Industries </li></ul><ul><li>Diverse practices and cultures </li></ul><ul><li>Institutional Audit early 2007 </li></ul><ul><li>http://www.business.salford.ac.uk/welcome/ </li></ul>
  4. 4. Assessment – an issue of interest in SBS <ul><li>Evidence of design, quality assurance and student feedback essential for Institutional Audit, Student Survey, etc. </li></ul><ul><ul><li>Standard forms and QA processes issued to staff </li></ul></ul><ul><ul><li>Feedback policies in effect </li></ul></ul><ul><li>Key issue for University Learning Technology Strategy (LT Implementation Plan) </li></ul><ul><li>Implementation Gap exists (LT Centre review) </li></ul><ul><li>SBS establishing programme of L&T sharing events – started with Assessment! </li></ul><ul><li>LT Fellow (FB) starting Sem 2 06/07 </li></ul>
  5. 5. Examples of (Innovative) Practice <ul><li>Use of Criteria Grids / Rubrics </li></ul><ul><ul><li>Paper/ automated </li></ul></ul><ul><li>Formative </li></ul><ul><ul><li>Tutorial Files </li></ul></ul><ul><ul><li>Links between Coursework and Examinations </li></ul></ul><ul><li>Application of Learning Technology </li></ul><ul><ul><li>MCQs </li></ul></ul><ul><ul><li>External test banks </li></ul></ul>
  6. 6. ‘ Paperless’ Assessment on Research & IT Skills module <ul><li>Janice Whatley </li></ul><ul><li>Continuous assessment </li></ul><ul><ul><li>6 portfolio exercises, covering topics such as using email, MS Word and Excel, reflection on group working, using Command Prompt and XHTML coding. </li></ul></ul><ul><ul><li>Submitted through the Blackboard Assignment Manager </li></ul></ul><ul><ul><li>Assessed electronically, grades/feedback returned to students via Blackboard </li></ul></ul>
  7. 7. ‘ Paperless’ Assessment on Research & IT Skills module <ul><li>End of semester examination is also submitted online – 2 parts </li></ul><ul><ul><li>a series of multiple choice questions presented using the Questionmark Perception software </li></ul></ul><ul><ul><li>Students produce a Word document, which is finally submitted in Blackboard. </li></ul></ul><ul><ul><li>QM Perception linked to Blackboard, grades available immediately to staff and students </li></ul></ul>
  8. 8. ‘ Paperless’ Assessment on Research & IT Skills module <ul><li>Perceived benefits </li></ul><ul><ul><li>No printouts, no hand in at the office </li></ul></ul><ul><ul><li>The submission date and time is clearly saved with the work </li></ul></ul><ul><ul><li>Students can see their grade as they logon to Blackboard, along with feedback from the tutor. </li></ul></ul><ul><li>Possible drawbacks </li></ul><ul><ul><li>Quantity of assessment </li></ul></ul><ul><ul><li>Electronic marking and feedback can be cumbersome for (some) tutors </li></ul></ul><ul><ul><li>What is ‘feedback’ for Y1 students? Comments or mark? </li></ul></ul>
  9. 9. Automated Individual Feedback <ul><li>Polly Sobreperez </li></ul><ul><li>Uses spreadsheet (for assessment criteria, student data, marks, comments) </li></ul><ul><li>Merges these into individual student feedback sheets, generating criteria phrases from mark </li></ul><ul><li>Mark sheets returned to student with assignment </li></ul>
  10. 10. Generated from and Names, marks and weightings Criteria and descriptors etc =HLOOKUP(B11,Table,3) =HLOOKUP(A11,Table,2) Fred Bloggs 48 55 57 62 58 55 50 … .. Comment 3 Comment 2 Comment 1 Student Category Marks 60 3 65 13 52 6 62 Sue Smith 62 3 58 14 55 5 Input 50 Fred Bloggs Organisational Structure and culture W Factors of production W Marketing concepts and tools W =B5*B3% or any formula that calculates the weighting contribution Description of Organisation ='Grade descriptors'!B4 Student names here (singly or in groups) 20   5   25   10 Category Weights H G F E D C B A There is limited or inadequate of marketing concepts models or tools. Limited or inadequate evidence of products/services or demand sources There is very poor or scant evidence of marketing concepts models or tools. Very poor or scant no evidence of products/services or demand sources There is little or no evidence of marketing concepts models or tools. Little or no evidence of products/services or demand sources Marketing concepts and tools 25 There is limited or inadequate description of the organisation There is a very poor or scant description of the organisation There is little or no description of the organisation Description of Organisation 10 30 20 0 Criteria Weighting 30 - 39 20 - 29 0 – 19 This row is used in the lookup formula as the lower limit of the band
  11. 11. Student Feedback Sheet <<Any other comment>> Additional Comment «Overall_Mark» «Comments_7» TOWS analysis «Comments_6» Environment «Comments_5» Mission and objectives «Comments_4» Organisational Structure and culture «Comments_3» Factors of Production «Comments_2» Marketing concepts and tools «Comments_1» Description of organisation «Student» Student Name March 2006 Date Individual Assignment Feedback Sheet Management and Business Operations
  12. 12. Automated Individual Feedback <ul><li>Liked by staff and (some) students </li></ul><ul><li>May be seen as mechanistic </li></ul><ul><li>Is feedback ‘individual’? </li></ul>
  13. 13. Induction through to Feedback and QA <ul><li>(Customisable, paper-based) Essay Marking Template used as ‘Default’ on a set of MSc Programmes </li></ul><ul><li>Uses ‘full range’ of marks : incl. 70-80, 80-90, 90-100 </li></ul><ul><li>Introduced to students in Induction/Programme Handbook </li></ul><ul><li>Reinforced through Reading week Essay Clinic (for first essay) </li></ul><ul><li>Used on about 60% of modules, allowing students other chances </li></ul><ul><li>Provides evidence for External Examiners </li></ul>
  14. 14. Issues <ul><li>Student benefit – encouraging them to make best use of support and feedback </li></ul><ul><li>Staff effort – how to measure benefit/effort ratio </li></ul><ul><li>Linkages </li></ul><ul><ul><li>Induction/modules </li></ul></ul><ul><ul><li>Coursework/exam </li></ul></ul><ul><ul><li>Module/module </li></ul></ul><ul><ul><li>Level/level </li></ul></ul><ul><ul><li>Design/assessment </li></ul></ul><ul><ul><li>Feedback/QA </li></ul></ul><ul><li>Technology – opportunity rather than silver bullet (see all above) </li></ul>

×