This document summarizes a workshop on connected assessment. It discusses the relationship between assessment and teaching/learning, and the benefits of a course-wide approach to assessment. Activities at the workshop included discussing how modularity can constrain assessment, and the benefits of assessing students across a full course rather than just within individual modules. Examples were provided of formative and summative assessment approaches within and across modules. Barriers to applying these course-wide assessment approaches were also discussed.

1. Workshop:
Connected Assessment
Graham Holden
Learning Enhancement and Academic Development

2. ACTIVITY 1
Assessment does not sit in isolation from
teaching and learning.
In pairs discuss this statement articulate what
you think the relationship between assessment
and learning and teaching is.

3. ACTIVITY 2
True or False: Modularity constrains
assessment?
In pairs discuss this statement - how does
modularity constrain assessment

4. ACTIVITY 3
What are the benefits to thinking about
assessment in the context of a student’s
course, rather than module by module?
Discuss in pairs and identify the benefits of a
course-wide or course-long approach to
assessment

5. McDowell (2012) says "PFA is integrative in
nature, assessing the knowledge,
understanding and skills that represent key
programme aims."
i.e. higher order higher education learning
outcomes. Indeed, Price et al. (2012, p.46)
note that, "without such integration, synthesis
is largely left up to the student and not
assessed."

7. Escape Project
http://jiscdesignstudio.pbw
orks.com/f/An+introduction
+to+the+ESCAPE+project.
pdf
A typical example of assessment: (4 modules from a programme)
P1 High stakes assessment (formal
examination etc). End of semester
Low stakes /
Formative ~ week 5
2 4 6 8 10 12week
Module A
2 4 6 8 10 12week
Module B
2 4 6 8 10 12week
Module C
2 4 6 8 10 12week
Module D

8. Escape Project
http://jiscdesignstudio.pbw
orks.com/f/An+introduction
+to+the+ESCAPE+project.
pdf
feedback
High stakes assessment
(formal examination etc).
End of semester
2 4 6 8 10 12week
Module A
2 4 6 8 10 12week
Module B
2 4 6 8 10 12week
Module C
2 4 6 8 10 12week
Module D
Two linked low / medium
stakes assessment ~ wk 7 & 11
Medium stakes assessment 11
draws on feedback from
previous assessment tasks
feedback
feedback
feedback
feedback feedback
feedback
Low stakes assessment

9. What now? - Decide how each task sits within the
course and ask "Why does this task take this form
at this point in the course?" If you are clear about
the task design you will know what summative
feedback is needed, and what is not so critical, for
each task. Discus your feedback strategy with
fellow module leaders so they can look for
evidence that feedback is being acted upon.

10. Themes - When designing the course you can take a
thematic approach across modules so the student
receives feedback that is likely to complement the
other formative messages they receive from lecturers
on their course. The first half of semester 1 might
highlight information literacy for example and this
theme can emerge in various ways across the course at
that time with formative activities and feedback
addressing it too. If all of the work is left to be handled
by the assessment task the marking load and quality of
the marking will be put under great pressure.

11. EXAMPLE
Bramhall et al 1991;
Robinson 1991

12. ACTIVITY 4
Working in small groups how could apply this
approach to your own practice?
What barriers do you perceive?

13. In conclusion:
When designing courses and assessment
there are a number of benefits to making
course-wide and course-long connections
between modules.
Designing courses that connect feedback with
academic advising and PPDP enhance student
learning.

14. Thank you
Find out more
• Bramhall, M.D., Eaton, D.E., Robinson, I.M. and Lawson, J.S. (1991).
"An Integrated Engineering Degree Programme: Student Centred
Learning". In: by R.A.Smith (ed.) "Innovative Teaching in
Engineering", Ellis Horwood Ltd (publishers), pp.177-182.
• Hartley, P. and Whitfield, R. (2011). The case for Programme-Focused
Assessment. Educational Developments, 12(4), December 2011.
• McDowell, L. (2012). Programme Focused Assessment: a short guide.
Pass Project. http://www.pass.brad.ac.uk/short-guide.pdf
• Russell, M. & Bygate , D. (2010). Assessment for Learning: an
introduction to the ESCAPE project. Blended Learning in Practice, vol
2010 , no. March , pp. 38-48 .