This document summarizes key discussion points from an assessment plenary meeting on November 21st. Some of the topics discussed include whether students are over-assessed, how to build in more assessment variability beyond long essays, and the appropriate ratio of assignments, exams, and self/peer assessments. Additional areas of discussion focused on assessing beyond individuals, developing standard marking criteria, moving to an awards-based assessment system, and balancing assessment with student motivation and learning.

1. Assessment plenary
Gráinne Conole and Peter Wilson
21st
November 2009

2. • 1. Do we over assess?
– From a student perspective
– From a tutor perspective (& workload)
• 2. How do we build in variability?
– Alternatives to 3000-word essay
• 3. What is the right ratio of TMAs to ECAs to exams?
• 4. What is the role of self-assessment, formative & summative
assessment?
• 5. How do we assess beyond the individual?
• 6. Can we move to move standard guidelines for marking
criteria/what are appropriate marking criteria?
• 7. Should we move to awards-based assessment?
– If so, how?
Discussion

3. Key points
• What is the role of assessment?
• Relationship of assessment to motivation and learning
• Felt there was good range of variability generally
• TMAs
–Size, frequency, relationship to iCMAs
–Getting students to engage in reflective activities
–Ensuring students look at and take on board feedback
• Value of self-assessment and peer assessment
• How to assess team work?
–individual, team-based and quality

4. Key points
• Marking criteria: even with tight criteria there will be
differences
• ECAs/Exams how do we help students overcome their fear?
• Do we need additional tutor guidelines for marking?
• There is a case for overarching assessment for some
qualifications
• Ensuring students have the right level of ICT skills
• Issues around course-based and awards-based assessment
and subject differences