A review of the Queen’s Student Partnership Project content and outcomes; for both assessment and student engagement.

2. Jason Bunting & Sarah Murray
10th May 2019
STUDENTS AS PARTNERS FOR THE
ENHANCEMENT ASSESSMENT
STRATEGIES
A REVIEW OF THE QUEEN’S STUDENT PARTNERSHIP PROJECT
CONTENT AND OUTCOMES; FOR BOTH ASSESSMENT AND
STUDENT ENGAGEMENT.

3. • In response to some staff and student concerns around changes in
the academic year
• QUB Student Partnership Framework
• January- June 2018: Submitted project proposal to UEB and funding
was granted
• July 2018: Interns started on the Enhancing Assessment through
Partnership
Project Background

4. A model for exploring the ways in which
students act as partners in academic
enhancement;
Student Partnership Framework
• Starting point
• Examining what went well and what needs adjustment
• By the end of the project we should have an updated version

5. Project Overview
Projected Outcomes;
• Changes to assessments that address the key issues raised by students;
• An assessment guide and a catalogue of assessment case studies;
• A model for exploring the ways in which students act as partners in academic
enhancement;
• Increased student satisfaction with associated improved NSS scores;
• The development of a whole-institution approach to partnership, in active
collaboration with professional services, educational development, academic
departments and the Students’ Union.

6. Changes to assessments that address the
key issues raised by students:
• Curriculum development in School of Nursing and Midwifery
• Feedback gathered
• Challenges faced: engaging students

7. School Feedback Policies
• Part of ongoing work in AEL
• Enhance feedback strategies to enhance assessment practices
• Methodology
• Key Findings
• Next steps

8. An assessment guide and a catalogue of
assessment case studies;
• Institutional assessment guide is under construction
• Best practice across the sector (when to use exams; when to use
MCQ’s etc)
• Ensuring consistency
• Institutional policies and practices
- Late submission
- Word counts
- Plagiarism

9. 1. The Queen’s University Student Partnership Project aims to embed a culture of
proactive student engagement, what are the practical implications of fostering a
partnership?
2. Do you think a partnership project such as ours is of equal benefit to staff and
students or is it imbalanced?
3. Is an egalitarian relationship achievable, or is one parties view given primacy? Who
is the ultimate driving force?
4. Are educators receptive to change? Can they see the value in student input?
5. How do we ensure student engagement in this process is meaningful and not
tokenistic?
6. How is success measured; increased student engagement; improved student
satisfaction; improved assessment scores?
Discussion Questions

10. 1. The Queen’s Partnership Project aims to
embed a culture of proactive student
engagement, what are the practical implications
of fostering a partnership?

11. 2. Do you think a partnership project such as
ours is of equal benefit to staff and students
or is it imbalanced?

12. 3. Is an egalitarian relationship achievable, or
is one parties view given primacy? Who is the
ultimate driving force?

13. 4. Are educators receptive to change? Can
they see the value in student input?

14. 5. How do we ensure student engagement in
this process is meaningful and not tokenistic?

15. 6. How is success measured; increased student
engagement; improved student satisfaction;
improved assessment scores?

16. To find out more visit: https://www.qub.ac.uk/sites/studentpartnership/