This document discusses myths about assessment and feedback that were explored through the TESTA project over five years. The TESTA project aimed to provide evidence-based research and drive changes to assessment practices across several university programmes. The document discusses five common myths, including that modular designs always lead to coherent programmes, assessment is mainly about grading, formative assessment is difficult to do, feedback is only written comments from lecturers, and that students will engage in good learning practices without scaffolding. For each myth, the document provides evidence from student surveys and programme audits that challenge the myths. It also outlines changes implemented by TESTA to improve assessment and feedback practices.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
TESTA, Imperial College Education Day (March 2015)TESTA winch
The document discusses challenges with assessment and feedback in higher education. It notes that modular degrees often involve a high number of summative assessments but few formative tasks. Students see assessment as focused on grades rather than learning, and disregard feedback as it comes too late and does not help future work. The presentation argues for changing to a more social-constructivist model of assessment and feedback that emphasizes concepts, timely feedback to support future learning, and student engagement.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
TESTA, School of Politics & International Relations, University of Nottingham...TESTA winch
The document summarizes findings from the TESTA (Transforming the Experience of Students through Assessment) research project which studied programme-level assessment patterns across seven programmes in four UK universities. The project found that 1) assessment drives student learning but programmes often have too much summative assessment and too little formative assessment, 2) feedback is important but is often disjointed, late, or unclear, and 3) involving programme teams in examining assessment can help align assessment with student learning and improve student outcomes.
The document discusses issues with current assessment practices in higher education and proposes ways to improve assessment to better support student learning. It finds that assessment is overly focused on summative, high-stakes exams that drive students to memorize rather than learn concepts. Formative assessment is lacking and feedback often comes too late and fails to help students improve. The document advocates shifting to more formative assessment with real-world tasks, collaborative work, and timely feedback to create a dialogue between students and teachers.
1. The document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) project, which examined assessment practices across multiple university programs.
2. The project found that most programs had high levels of summative assessment but low formative assessment. Feedback was often delivered too slowly to impact student learning and students found it unclear and not actionable.
3. Through analysis of assessment patterns, student surveys, and focus groups, the project identified ways to improve assessment practices, such as increasing formative assessment, clarifying standards, speeding up feedback, and helping students apply feedback to improve. The goal is to make assessment practices better support student learning.
TESTA, Assessment for Learning Symposium, Durban University of Technology (Oc...TESTA winch
This document summarizes a presentation given by Dr. Tansy Jessop at the Assessment for Learning Symposium at Durban University of Technology on October 9, 2014. The presentation discussed challenges with assessment and feedback voiced by staff and students at DUT, and highlighted evidence from the TESTA research project showing how formative assessment and feedback can be improved to better support student learning when implemented as part of a holistic program-level approach. Specific strategies discussed included increasing formative tasks, linking formative and summative assessments, and using peer and self-assessment to create assessment dialogues.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through better assessment practices.
2) Key findings included that students experienced too much high-stakes summative assessment leaving little time for formative tasks or deeper learning. Feedback was often untimely and not aligned with learning.
3) Students reported being confused about learning goals and standards due to inconsistent marking between staff. The modular system hindered integrated, connected learning across modules.
TESTA, Southampton Feedback Champions Conference (April 2015)TESTA winch
This document summarizes key findings from research into feedback design and student learning conducted as part of the TESTA (Transforming the Experience of Students Through Assessment) project. Some of the main issues identified are that modular course design leads to an over-emphasis on summative assessment, leaving little time for formative feedback. Students report feedback is often untimely and not helpful for improving future work. The research also found tacit teaching philosophies can influence the nature and quality of feedback provided. Mass higher education is found to diminish the personal relationship between students and instructors. Suggestions to address these problems include redesigning courses to better integrate formative and summative tasks, using technology to provide more personalized feedback,
TESTA, Imperial College Education Day (March 2015)TESTA winch
The document discusses challenges with assessment and feedback in higher education. It notes that modular degrees often involve a high number of summative assessments but few formative tasks. Students see assessment as focused on grades rather than learning, and disregard feedback as it comes too late and does not help future work. The presentation argues for changing to a more social-constructivist model of assessment and feedback that emphasizes concepts, timely feedback to support future learning, and student engagement.
TESTA, Presentation to the SDG Course Leaders, University of West of Scotlan...TESTA winch
This document provides an overview of the TESTA (Transforming the Experience of Students through Assessment) research project. It discusses key findings from auditing assessment practices across various university programmes. Some programmes had clear goals and feedback that drove student effort, while others lacked clarity and feedback. The research found formative assessment was underused and feedback was often untimely and disjointed. TESTA cases studies showed how increasing formative work and dialogue about standards can boost learning. Overall, the project revealed assessment patterns influence student experience and outcomes significantly.
TESTA, School of Politics & International Relations, University of Nottingham...TESTA winch
The document summarizes findings from the TESTA (Transforming the Experience of Students through Assessment) research project which studied programme-level assessment patterns across seven programmes in four UK universities. The project found that 1) assessment drives student learning but programmes often have too much summative assessment and too little formative assessment, 2) feedback is important but is often disjointed, late, or unclear, and 3) involving programme teams in examining assessment can help align assessment with student learning and improve student outcomes.
The document discusses issues with current assessment practices in higher education and proposes ways to improve assessment to better support student learning. It finds that assessment is overly focused on summative, high-stakes exams that drive students to memorize rather than learn concepts. Formative assessment is lacking and feedback often comes too late and fails to help students improve. The document advocates shifting to more formative assessment with real-world tasks, collaborative work, and timely feedback to create a dialogue between students and teachers.
1. The document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) project, which examined assessment practices across multiple university programs.
2. The project found that most programs had high levels of summative assessment but low formative assessment. Feedback was often delivered too slowly to impact student learning and students found it unclear and not actionable.
3. Through analysis of assessment patterns, student surveys, and focus groups, the project identified ways to improve assessment practices, such as increasing formative assessment, clarifying standards, speeding up feedback, and helping students apply feedback to improve. The goal is to make assessment practices better support student learning.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
TESTA - UNSW, Sydney Australia (September 2011) TESTA winch
1. The TESTA project used assessment mapping, student surveys, and case studies of programs to analyze patterns of assessment and their impact on student learning.
2. Case studies showed that programs with many small summative assessments and unclear standards led to superficial student effort, while continuous formative assessment supported deep learning.
3. Most programs had assessment patterns that did not encourage regular student effort, clear communication of expectations, or useful feedback that students could act on.
4. The TESTA project aimed to catalyze evidence-informed changes to assessment practices through structural changes, improving assessment quality, and developing a community of practice around assessment design.
Activating student agency through feedbackTansy Jessop
1) The document discusses strategies for providing effective feedback to students to activate student agency. It outlines common problems with feedback such as it being too focused on modules, impersonal, and emphasizing negatives.
2) Principles for effective feedback include building connections across assignments, creating sustained dialogue through various methods, using a conversational personal tone, and actively engaging students in feedback processes.
3) The document argues for a paradigm shift toward viewing feedback as a dialogic process that builds relationships rather than just marking, in order to more fully support student learning.
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes the key points from a presentation on TESTA (Transforming the Experience of Students Through Assessment), a project that aims to address three major problems with assessment and feedback in higher education: 1) variations in assessment patterns leading to uncertainty about why some things are going well and others not, 2) an over-reliance on high-stakes summative assessment over formative assessment, and 3) disconnected feedback that does not engage students in a dialogue. The presentation provides evidence from various studies on these problems and strategies that institutions and educators can adopt based on TESTA's work, such as reducing summative assessment, increasing meaningful formative tasks, improving feedback cycles, and involving students in co-creating assessment
TESTA, Universtiy of Warwick SCAP Conference (July 2013)TESTA winch
This document summarizes a presentation about a research project called TESTA that examined student learning from assessment and feedback at the program level. The project studied assessment patterns across seven programs at four universities in the UK. It found that students learned best with frequent formative assessment, clear goals and standards, high quality feedback provided in a timely manner, and opportunities to apply feedback to future work. The presentation recommends changes to assessment practices based on TESTA's findings such as decreasing summative assessments, improving feedback, linking assessments across courses, and returning feedback more quickly.
This document summarizes Carmel Schettino's presentation on assessing problem-based learning. It discusses defining features of PBL, such as using contextual problems and valuing student experience. It explores how PBL classrooms relate to NCTM math practice standards through attributes like connected curriculum and multiple perspectives. The document then examines assessment types used in the author's PBL classroom, including oral assessments, written assessments, and technology/inquiry projects. It provides examples of assessments and discusses ensuring assessments are authentic to PBL values and measure learning goals.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important for improving student learning through assessment and feedback. It begins by noting problems with current assessment practices, such as an over-reliance on summative assessments, lack of formative feedback, and student confusion about goals and standards. It then provides three reasons for adopting TESTA: 1) assessment drives student learning; 2) feedback is critical for learning; and 3) TESTA seems to improve student perceptions of assessment and feedback. The document outlines TESTA tactics for addressing common problems and definitions of formative and summative assessment. It also provides case studies of successful formative assessment practices and discusses how TESTA can help create a more
TESTA, HEPN University of Sheffield (December 2014)TESTA winch
This document summarizes key findings from the TESTA (Transforming the Experience of Students through Assessment) research project conducted from 2009-2014. The project involved over 50 programme audits and 2000 student questionnaires across 15 UK universities. It identified several common myths about assessment and provided evidence to address these myths. Some of the key myths dispelled included that modules help students learn better, that assessment is mainly about grading, and that formative assessment is too difficult. The project found integrated and connected assessments across modules, fewer small summative assessments, and increased formative tasks with requirements for feedback led to improved student learning and satisfaction.
TESTA, University of Leeds: 'Talking @ Teaching' (September 2013)TESTA winch
This document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) research project. The project studied assessment practices across seven degree programs at four UK universities. It found that effective assessment involved formative tasks, timely feedback, and clear learning goals and standards. Programs with these features saw students putting in more effort and being more satisfied. The project recommends that programs implement more formative assessment, quicker feedback cycles, and ensure goals and standards are unambiguously communicated to students.
Pg cert appraising your teaching 2011 ClareVMilsom
This document discusses the role of observation in evaluating and developing teaching effectiveness. It outlines the aims and outcomes of a session on peer observation, including appraising the role of observation, identifying advantages, recognizing issues, and discussing aspects like staff development and quality management. The schedule provides timing for setting context, program requirements, experiences with observation, and giving/receiving feedback. Several references on effective teaching observation are also included that discuss collaborative approaches and developmental benefits.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
An evidence-based model to enhance programme-wide assessment using technology: TESTA to FASTECH . Presented by Tansy Jessop and Yaz El-Hakim (University of Winchester) and Paul Hyland (Bath Spa University). Facilitated by Mark Russell (University of Hertfordshire).
Jisc conference 2011
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
Why formative? What is it? Why doesn't it work? How can we do it better?Tansy Jessop
1) The document discusses the importance of formative assessment in student learning by providing feedback to help students improve. However, formative assessment is difficult to implement effectively due to competing demands on students and lecturers.
2) Some reasons formative assessment is challenging include students prioritizing summative assessments that are graded, heavy workloads leaving little time, and a culture focused on marks.
3) Effective formative assessment should be integrated with summative tasks, use authentic assessments, and establish routines to habituate students to feedback.
TESTA, SIAST Universities of Regina & Saskathewan Webinar (November 2013)TESTA winch
This document provides an overview of a webinar on assessment and feedback given by Dr. Tansy Jessop. The webinar examined assessment at the program-level and discussed research conducted by TESTA (Transforming the Experience of Students through Assessment) which analyzed assessment patterns across multiple universities. Key findings from the research included a lack of formative assessment, issues with distributing student effort over time, problems with feedback, and student confusion about goals and standards. The webinar suggested changes to assessment practices such as incorporating more formative assessment, linking assessments across modules, and taking a program-wide approach to assessment design.
1) The document discusses findings from the TESTA (Transforming the Experience of Students Through Assessment) project which aimed to improve student learning through innovative assessment practices.
2) Key findings from the TESTA audit, student surveys, and focus groups showed that students experienced a high volume of summative assessments with little formative assessment and feedback that did not effectively support future learning.
3) Modular course structures and competition for student time and effort between assessments were found to reduce opportunities for formative tasks and meaningful feedback interactions between students and staff.
TESTA - UNSW, Sydney Australia (September 2011) TESTA winch
1. The TESTA project used assessment mapping, student surveys, and case studies of programs to analyze patterns of assessment and their impact on student learning.
2. Case studies showed that programs with many small summative assessments and unclear standards led to superficial student effort, while continuous formative assessment supported deep learning.
3. Most programs had assessment patterns that did not encourage regular student effort, clear communication of expectations, or useful feedback that students could act on.
4. The TESTA project aimed to catalyze evidence-informed changes to assessment practices through structural changes, improving assessment quality, and developing a community of practice around assessment design.
Activating student agency through feedbackTansy Jessop
1) The document discusses strategies for providing effective feedback to students to activate student agency. It outlines common problems with feedback such as it being too focused on modules, impersonal, and emphasizing negatives.
2) Principles for effective feedback include building connections across assignments, creating sustained dialogue through various methods, using a conversational personal tone, and actively engaging students in feedback processes.
3) The document argues for a paradigm shift toward viewing feedback as a dialogic process that builds relationships rather than just marking, in order to more fully support student learning.
Implications of TESTA for curriculum designTansy Jessop
This document discusses the implications of TESTA (Thinking about Education, Students, Teaching and Assessment) for curriculum design. It addresses some common problems with assessment and feedback such as an over-reliance on summative assessments, lack of formative feedback, and confusion about learning goals and standards. The document presents case studies of programmes that have successfully implemented more formative assessment and feedback. It also provides principles and tactics for using formative assessment, improving feedback dialogues between students and lecturers, and helping students better understand expectations and criteria. Overall, the document argues that applying TESTA concepts can help rebalance assessment, strengthen connections across modules, and ultimately enhance student learning outcomes.
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes the key points from a presentation on TESTA (Transforming the Experience of Students Through Assessment), a project that aims to address three major problems with assessment and feedback in higher education: 1) variations in assessment patterns leading to uncertainty about why some things are going well and others not, 2) an over-reliance on high-stakes summative assessment over formative assessment, and 3) disconnected feedback that does not engage students in a dialogue. The presentation provides evidence from various studies on these problems and strategies that institutions and educators can adopt based on TESTA's work, such as reducing summative assessment, increasing meaningful formative tasks, improving feedback cycles, and involving students in co-creating assessment
TESTA, Universtiy of Warwick SCAP Conference (July 2013)TESTA winch
This document summarizes a presentation about a research project called TESTA that examined student learning from assessment and feedback at the program level. The project studied assessment patterns across seven programs at four universities in the UK. It found that students learned best with frequent formative assessment, clear goals and standards, high quality feedback provided in a timely manner, and opportunities to apply feedback to future work. The presentation recommends changes to assessment practices based on TESTA's findings such as decreasing summative assessments, improving feedback, linking assessments across courses, and returning feedback more quickly.
This document summarizes Carmel Schettino's presentation on assessing problem-based learning. It discusses defining features of PBL, such as using contextual problems and valuing student experience. It explores how PBL classrooms relate to NCTM math practice standards through attributes like connected curriculum and multiple perspectives. The document then examines assessment types used in the author's PBL classroom, including oral assessments, written assessments, and technology/inquiry projects. It provides examples of assessments and discusses ensuring assessments are authentic to PBL values and measure learning goals.
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important for improving student learning through assessment and feedback. It begins by noting problems with current assessment practices, such as an over-reliance on summative assessments, lack of formative feedback, and student confusion about goals and standards. It then provides three reasons for adopting TESTA: 1) assessment drives student learning; 2) feedback is critical for learning; and 3) TESTA seems to improve student perceptions of assessment and feedback. The document outlines TESTA tactics for addressing common problems and definitions of formative and summative assessment. It also provides case studies of successful formative assessment practices and discusses how TESTA can help create a more
TESTA, HEPN University of Sheffield (December 2014)TESTA winch
This document summarizes key findings from the TESTA (Transforming the Experience of Students through Assessment) research project conducted from 2009-2014. The project involved over 50 programme audits and 2000 student questionnaires across 15 UK universities. It identified several common myths about assessment and provided evidence to address these myths. Some of the key myths dispelled included that modules help students learn better, that assessment is mainly about grading, and that formative assessment is too difficult. The project found integrated and connected assessments across modules, fewer small summative assessments, and increased formative tasks with requirements for feedback led to improved student learning and satisfaction.
TESTA, University of Leeds: 'Talking @ Teaching' (September 2013)TESTA winch
This document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) research project. The project studied assessment practices across seven degree programs at four UK universities. It found that effective assessment involved formative tasks, timely feedback, and clear learning goals and standards. Programs with these features saw students putting in more effort and being more satisfied. The project recommends that programs implement more formative assessment, quicker feedback cycles, and ensure goals and standards are unambiguously communicated to students.
Pg cert appraising your teaching 2011 ClareVMilsom
This document discusses the role of observation in evaluating and developing teaching effectiveness. It outlines the aims and outcomes of a session on peer observation, including appraising the role of observation, identifying advantages, recognizing issues, and discussing aspects like staff development and quality management. The schedule provides timing for setting context, program requirements, experiences with observation, and giving/receiving feedback. Several references on effective teaching observation are also included that discuss collaborative approaches and developmental benefits.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Out of the long shadow of the NSS: TESTA's transformative potentialTansy Jessop
This document summarizes a presentation about TESTA (Transforming the Experience of Students Through Assessment), an assessment program that takes a holistic, program-wide approach. It addresses three common problems in assessment: variations in outcomes without understanding why, challenges with curriculum design, and difficulties with academic reading and writing. The presentation covered TESTA's evidence and strategies for improving assessment patterns, balancing formative and summative assessments, providing more connected feedback, and clarifying goals and standards to reduce student confusion.
The document discusses effective questioning techniques to strengthen student learning and engagement. It recommends using questions to help students recall information, see relationships between concepts, and develop a deeper understanding. Different types of questions are described, including closed-ended, open-ended, and higher-order questions. The importance of asking questions that promote critical thinking at different levels of complexity is emphasized. Effective questioning practices include recognizing all students, keeping discussions focused on learning, and allowing student direction.
The document provides guidance on effective questioning techniques for teachers. It recommends creating an accepting atmosphere by asking for and answering student questions. It also suggests using a variety of pre-planned and emerging questions, avoiding yes/no questions, and addressing questions to the group. The document outlines 9 types of questions including those that gather information, insert terminology, explore relationships, probe student thinking, generate discussion, link ideas, extend thinking, orient students, and establish context. It advises avoiding multiple questions and providing answers too quickly.
An evidence-based model to enhance programme-wide assessment using technology: TESTA to FASTECH . Presented by Tansy Jessop and Yaz El-Hakim (University of Winchester) and Paul Hyland (Bath Spa University). Facilitated by Mark Russell (University of Hertfordshire).
Jisc conference 2011
1. The document discusses effective questioning techniques to encourage learner progress, including assessing current strategies, understanding educational theory, and creating tailored strategies.
2. Five recommended questioning strategies are described: pose-pause-pounce-bounce, Socratic questioning, "if this is the answer, what is the question?", the picture round, and the 5 whys.
3. Socratic questioning involves 6 steps to create critical thinking by challenging assumptions, requiring evidence, considering other perspectives, examining consequences, and questioning the question. The 5 whys technique helps understand root causes of problems by repeatedly asking why.
Why formative? What is it? Why doesn't it work? How can we do it better?Tansy Jessop
1) The document discusses the importance of formative assessment in student learning by providing feedback to help students improve. However, formative assessment is difficult to implement effectively due to competing demands on students and lecturers.
2) Some reasons formative assessment is challenging include students prioritizing summative assessments that are graded, heavy workloads leaving little time, and a culture focused on marks.
3) Effective formative assessment should be integrated with summative tasks, use authentic assessments, and establish routines to habituate students to feedback.
TESTA, Durham University (December 2013)TESTA winch
This document summarizes a presentation about the TESTA (Transforming the Experience of Students Through Assessment) research project. The project studied assessment practices across several university programs to understand how to improve student learning. Key findings included that students learned best with a balance of formative and summative assessment, timely feedback, and clear goals and standards. The presentation reviewed assessment patterns found, common student feedback themes, and recommendations for changes to support learning like increasing formative tasks and streamlining assessment variety.
TESTA, HEDG Spring Meeting London (March 2013)TESTA winch
The document summarizes the TESTA (Transforming the Experience of Students through Assessment) process, which aims to improve student learning through effective assessment practices. It discusses how TESTA was developed through research at multiple universities, and how it analyzes assessment methods through student surveys, focus groups, and audits. It finds that formative assessments are often ineffective if students do not see their value, feedback is sometimes unclear or not used by students, and goals/standards are unclear. However, it also discusses how TESTA has led to positive changes in assessment practices across over 70 programs in 20+ universities through a focus on program-level assessment design.
Lights, action, clapperboards: changing how students think and perform throug...Tansy Jessop
1) The document discusses challenges with assessment and feedback on TV production degree programs, including an over-reliance on summative assessment, disconnected feedback between assignments, and a lack of clear goals and standards.
2) It proposes addressing these issues through increasing formative assessment, improving feedback dialogues across modules, and co-creating assessment criteria with students to help internalize goals and standards.
3) Case studies show that a "TESTA effect" of rebalancing assessment toward formative, connecting feedback, and clarifying expectations can improve learning outcomes and student satisfaction.
This document summarizes a presentation about taking a program-level approach to assessment through the TESTA framework. It discusses some of the key issues with assessment such as having too many summative assessments and not enough formative. It then describes the TESTA audit process and some typical patterns they found. Some strategies for improving assessment are presented such as balancing summative and formative, linking the two, and using more authentic and collaborative formative tasks. The importance of feedback and making it more dialogic is also discussed. Overall it promotes assessing at the program level and involving the whole team in the change process.
This document outlines a workshop on the TESTA (Transforming the Experience of Students Through Assessment) program approach. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnected feedback, and lack of clarity around goals and standards. The workshop then introduces the TESTA program, which aims to address these issues through a whole-program approach that balances formative and summative assessment, links the two, uses authentic tasks, and focuses on relational feedback. Case studies are presented that show how specific programs implemented TESTA principles. The document argues this shifts the paradigm from a content-focused to learning-focused approach.
TESTA, University of Greenwich Keynote (July 2013)TESTA winch
This document summarizes the findings of the TESTA (Transforming the Experience of Students through Assessment) research project. The project studied assessment practices across seven programs at four universities. It found that programs with more formative assessment, quicker feedback, and clearer learning goals and standards had higher levels of student effort, understanding of standards, and satisfaction. Programs are encouraged to increase formative assessment, improve feedback practices, and better communicate goals and standards to students. The TESTA research suggests assessment reform can positively impact the student learning experience.
Being known and knowing stuff: linking feedback and RITTansy Jessop
This document discusses feedback and Research-Informed Teaching (RIT) in higher education. It provides an overview of the TESTA program which aims to improve feedback through a modular approach. Student feedback revealed that current feedback is often not helpful for improvement and focuses too much on grades rather than progress. The document advocates for closing the feedback loop and involving students more in feedback and assessment. RIT is presented as an opportunity to link teaching and research more closely through activities like action research or student involvement in disciplinary research. Effective implementation of feedback principles and increased RIT could help address issues around student engagement and learning.
Flipping the technology-pedagogy equation: principles to improve assessment a...Tansy Jessop
This document summarizes a presentation about improving assessment and feedback in higher education. It identifies several flaws with current assessment practices, such as a focus on summative over formative assessment and disconnections between content and concepts. It discusses how assessment should drive what students pay attention to and how feedback is the most important factor in learning. Potential solutions discussed include using blogging to make assessment more formative and improve feedback, but challenges remain around workloads and prioritizing formative assessment. Evidence from different studies is presented that blogging can increase engagement, develop critical thinking, and provide more feedback, though formative assessment is still valued less by students.
This document summarizes key points from a workshop on assessment and feedback. It discusses challenges with current assessment practices, such as an over-reliance on summative assessment, disconnection between formative and summative feedback, and a lack of clear goals and standards. The workshop then introduces the TESTA (Transforming the Experience of Students Through Assessment) approach, which advocates rebalancing assessment to include more formative tasks, taking a whole-program approach, and linking formative and summative assessment. Case studies are presented that aim to make formative assessment more meaningful for students through tasks like blogging, peer review, and feedback dialogues. The workshop concludes with a discussion of shifting paradigms to create shared
This document discusses why TESTA (Transforming the Experience of Students Through Assessment) is important. It begins by noting that assessment and feedback are critical to student learning but there are challenges like an over-reliance on summative assessments and disconnected feedback. TESTA aims to address these issues by rebalancing assessments to include more formative work, creating better connections between assessments, and improving feedback practices. The document provides examples of successful formative assessment strategies used in different university programmes. Overall, TESTA seems to improve student perceptions of assessment and feedback as well as enhancing staff and student experiences of the curriculum.
Pigs might fly: changing the assessment narrative through TESTATansy Jessop
This document summarizes a presentation about taking a program-wide approach to assessment called TESTA (Transforming the Experience of Students Through Assessment). The presentation discusses issues with current assessment approaches like high summative workloads and disconnected feedback. It then describes the TESTA program, which aims to address these issues through conducting program audits, using student questionnaires, and holding focus groups. Key goals of TESTA include increasing formative assessment and improving feedback cycles. The presentation provides case studies of programs that have successfully implemented TESTA and shares lessons about facilitating educational change.
TESTA, Sports Away Day Sheffield Hallam (June 2014)TESTA winch
The document discusses three key ideas about assessment from Dr. Tansy Jessop's presentation: 1) focusing only on modules can harm student learning, 2) treating assessment only as an industrial process can lead to the wrong paradigm, and 3) assessment should focus on concepts rather than just content coverage. It also shares feedback from course leaders that workload, class size, consistency, and formative assessment are challenges. Students want clear goals, quality feedback, and to learn from exams.
Inspiring change in assessment and feedbackTansy Jessop
1) The document summarizes a mixed methods study exploring assessment and feedback practices across university programmes. It identified variations in assessment patterns, an over-reliance on high-stakes summative assessment compared to formative assessment, disconnected feedback practices, and a lack of clarity around learning goals and standards.
2) To address these issues, the study employed strategies through its TESTA programme such as rebalancing assessment, collaborative peer processes, linking formative and summative assessment, and helping students and staff internalize goals and standards.
3) Early results suggest the TESTA programme improved student satisfaction, but further research is still needed to determine its long term impact on student learning outcomes.
1. The document discusses TESTA (Transforming the Experience of Students Through Assessment), a mixed-methods approach to understanding assessment practices and their impact on student learning.
2. TESTA addresses three common problems: variations in assessment leading to uncertainty about quality, an over-reliance on high-stakes summative assessment over formative assessment, and disconnection between feedback and future work.
3. The data from TESTA highlights four key themes: large variations in assessment patterns between programmes; high levels of summative assessment and low levels of formative assessment; disconnected feedback that does not feed into future work; and student confusion about learning goals and standards due to inconsistent practices.
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach to rebalancing assessment, increasing formative practices, and providing iterative feedback. Case studies showed these changes led to upward trends in student satisfaction scores and enhanced curriculum design.
The document discusses the TESTA methodology for improving assessment and feedback practices. It summarizes findings from auditing 75 degree programs that found high variation in assessment patterns, with most having high summative and low formative assessment. Students reported focusing only on assignments and feeling feedback was too late or disconnected across modules. The TESTA methodology addresses these problems by encouraging a program-level approach, balancing summative and formative assessment, and improving feedback quality and continuity. Case studies showed positive impacts, like improved NSS scores, when universities adopted the TESTA paradigm of collaborative curriculum design focused on student experience.
This document summarizes key themes from a presentation on improving assessment practices through a programme approach. It discusses 3 themes: 1) Many programmes have high summative assessments and low formative assessments, treating summative assessments as the primary "pedagogy". 2) Feedback is often disconnected from future work and assessments. 3) Students are often confused by lack of clear standards and inconsistencies between markers. The presentation provides case studies of programmes that have improved practices by lowering summative work, increasing engaging formative tasks, providing more dialogic feedback, and clarifying expectations and standards through activities like calibration exercises and exemplars.
This document discusses formative assessment and its ability to improve student learning outcomes. It defines formative assessment as a process where students and teachers work together to identify gaps between current and desired performance, and take actions to close those gaps. When done effectively through focused feedback, formative assessment can double the speed of student learning. The document emphasizes that feedback should be descriptive rather than judgmental, specifying actions students can take to improve.
Similar to TESTA, HEIR Conference Keynote (September 2014) (20)
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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1- مُترجمة ترجمة تُناسب جميع المستويات
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كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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TESTA, HEIR Conference Keynote (September 2014)
1. Dispelling myths and challenging
traditions: Evidence about assessment
from TESTA 5 years on
Dr Tansy Jessop & Yaz El Hakim, TESTA Project Leaders
University of Winchester
HEIR Conference 8 September 2014
2. Myths about assessment and
feedback
Sisyphus rolls a boulder
up a hill
“an eternity of endless
labour, useless effort and
frustration”
Homer, 8th Century BC
3. 21st century equivalent
“You end up assessing for
assessment’s sake rather than
thinking about what the assessment
is for”.
Programme Leader, Winchester
(2008)
4. Why TESTA – three TESTA premises
What TESTA is
The TESTA community
The Methodology and change process
Evidence for the myths
Enhancement strategies from the evidence
Today’s keynote
5. 1) Assessment drives what students pay
attention to, and defines the actual
curriculum (Ramsden 1992).
2) Feedback is significant (Hattie, 2009; Black
and Wiliam, 1998)
3) Programme is central to influencing change.
Three TESTA premises
6. 200k HEA funded research project (2009-12)
Seven programmes in four partner universities
Evidence-based research and change process
Programme the central unit of change
Based on established (and new) assessment principles
What is TESTA?
Transforming the Experience of Students through Assessment
9. TESTA
“…is a way of thinking
about assessment and
feedback”
Graham Gibbs
10. Time-on-task
Challenging and high expectations
Internalising understand goals and standards
Prompt feedback
Detailed, high quality, developmental feedback
Dialogic cycles of feedback
Deep learning – beyond factual recall
Based on assessment principles
11. TESTA Research Methods
(Drawing on Gibbs and Dunbar-Goddet, 2008,2009)
2000 ASSESSMENT
EXPERIENCE
QUESTIONNAIRES
90 FOCUS GROUPS
45 PROGRAMME
AUDITS
Programme
Team
Meeting
13. A selection of
typical student
viewpoints
from different
programmes….
Myth 1: Modular design always leads
to a coherent programme of study
14. It’s difficult because your assignments are so detached from
the next one you do for that subject. They don’t relate to
each other.
Because it’s at the end of the module, it doesn’t feed into our
future work.
What students say about integrating
learning…
15. You’ll get really detailed, really commenting feedback from one tutor
and the next tutor will just say ‘Well done’.
We know some people had a hell of a lot more feedback.
Some of the lecturers are really good at feedback and others don’t
write feedback, and they seem to mark differently. One person will
tell you to reference one way and the other one tells you something
completely different.
…about shared practices
16. Every lecturer is marking it differently, which confuses people.
I know that there’s a particular lecturer and when you hand a piece of work
in to them I know I’m going to do better than I would with another person.
That may not be a good thing, because they’re not actually looking at it
properly or being critical enough, but yes. Mostly it’s consistent maybe!
Q: If you could change one thing to improve the course what would it be?
A: More consistency with everything. More consistent marking, more
consistency across everything and that they would talk to each other.
…about shared standards
17. Is the module the right metaphor
for learning?
modulus (Latin): small measure
“interchangeable units”
“standardised units”
“sections for easy constructions”
“a self-contained unit”
18. 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
19. 1) Integrated assessment across modules
2) Multi-stage assessments (formative feedback
feeding forward)
3) Changes in QA validation processes – from lego
assembly of degrees module by module via email to
discussion and team based development
4) Strengthening team approaches to marking
Research to action: TESTA changes
20. Myth 2: Assessment is mainly about
grading
Hercules attacked the many
heads of the hydra, but as
soon as he smashed one
head, two more would
burst forth in its place!
Peisander 600BC
21. Range of UK summative assessment 12-68 over three
years
Indian and NZ universities – 100s of small assessments
– busywork, grading as ‘pedagogies of control’
Average in UK about two per module
Audit data
23. A lot of people don’t do wider reading. You just focus on your essay question.
I always find myself going to the library and going ‘These are the books related
to this essay’ and that’s it.
Although you learn a lot more than you would if you were revising for an
exam, because you have to do wider research and stuff, you still don’t do
research really unless it’s directly related to essays.
Unless I find it interesting I will rarely do anything else on it because I haven’t
got the time. Even though I haven’t anything to do, I don’t have the time, I
have jobs to do and I have to go to work and stuff.
What students say…
24. Effort Map: Holland Vs Alps (Graham)
Week 6 Week 12
Low Effort
Modest Effort
Max effort
24
25. Reduce summative assessment
Increase meaningful formative assessment
Construct challenging integrated tasks involving
research, case studies and authentic assessment tasks
Create scaffolding which supports independent study
Shift culture from instrumental grading to reflective
engagement in learning
Research to Action: TESTA changes
26. Myth 3: Formative assessment is
difficult to do, and not worth doing
27. “Definitional fuzziness” Mantz Yorke (2003)
Basic idea is simple – to contribute to student learning
through the provision of information about
performance (Yorke, 2003).
A fine tuning mechanism for how and what we learn
(Boud 2000)
Defining formative assessment
29. Audits across 18 UG degree programmes in 8 universities
Disciplines Humanities
(Mean)
Sciences
(Mean)
Professional
(Mean)
Ideal?
No summative assessments 42 43 32 12
No formative assessments 12 31 10 24
Ratio formative : summative 1:4 3:4 1:3 2:1
30. It was really useful. We were assessed on it but we weren’t officially given a
grade, but they did give us feedback on how we did.
It didn’t actually count so that helped quite a lot because it was just a
practice and didn’t really matter what we did and we could learn from
mistakes so that was quite useful.
I find more helpful the feedback you get in informal ways week by week, but
there are some people who just hammer on about what will get them a
better mark.
He’s such a better essay writer because he’s constantly writing. And we
don’t, especially in the first year when we really don’t have anything to do.
The amount of times formative assignments could have taken place…
What students say about formative
tasks…
31. If there weren’t loads of other assessments, I’d do it.
If there are no actual consequences of not doing it, most students are
going to sit in the bar.
It’s good to know you’re being graded because you take it more
seriously.
I would probably work for tasks, but for a lot of people, if it’s not
going to count towards your degree, why bother?
The lecturers do formative assessment but we don’t get any feedback
on it.
What prevents students from doing
formative tasks…
32. Increase formative assessment
Require formative tasks, using QA and validation processes
Public tasks to motivate students to undertake formative
tasks (presentations, posters, blogs)
Authentic and challenging tasks linked to research, case
studies and large projects
Multi-stage tasks – formative to summative
Set expectations about formative in first year
Be consistent as a programme
Research to Action: TESTA changes
33. Getting feedback from other students in my class
helps. I can relate to what they are saying and take it
on board. I’d just shut down if I was getting constant
feedback from my lecturer.
I read it and think “Well, that’s fine but I’ve already
handed it in now and got the mark. It’s too late”.
Myth 4: Feedback is written
monologue from lecturer to student
34. I read through it when I get it and that’s about it really. They
all go in a little folder and I don’t look at them again most of
the time. It’s mostly the mark really that you look for.
I’m personally really bad at reading feedback. I’m the kind of
person, and I hate to admit it, but I’ll look at the mark and
then be like ‘well stuff it, I can’t do anything about it’.
What students say…
38. Giving feedback on formative, not on summative
Cycles of feedback through self and peer review of work
Technology to personalise feedback
Developing dialogue through cover sheets
Students initiating feedback through questions
Getting students to give feedback to teachers –
formative evaluation
TESTA changes based on evidence
39. Definitely, because I think when you get feedback, you look
straight at the number, and you’re like 67/70, fine that’s a
decent mark, put that aside, what else can I do now. If it’s a
bad grade, then you’ll read why you got it, maybe
… but having it audibly, where you don’t know what you’ve
got, and you’re waiting to hear it, and you can’t help but
listen to what he’s saying, you can kind of judge … so if
words like but or however, you think oh no what have I got
… but you’ve listened to the whole feedback to you. You’ve
got to process what he’s been saying.
Myth 5: Students engage in good
learning practices without scaffolding
40. 1. Zero weighted, compulsory assessments (gateways)
2. Sequenced formative into summative points
3. Enhanced use of peer and self assessment
4. Forcing engagement with the feedback before releasing
marks
5. Creating richer forms of feedback that provide close
contact or personalised
6. Using evidence to inform students about good learning
habits and principles to improve performance
How can scaffolding learning
effectively?
41. Myth 6: Staff won’t change what
they do!
Proteus the god of
"elusive sea change”
is capable of
changing appearance
to escape capture
42. I think the team truly thought that because we
offered so many different types of assessment that
we were quite innovative and this was great for the
students, and I think having listened to the work that
Graham has done, and the work that’s come out of
the project, it’s made us re-think that element of
variety. So that’s been very useful.
43. In terms of the assessment, formative and
summative, the second year students now will have
benefited that. They have formative examinations
next week and then their summative exams are not
until January. So we’re giving them a long time to get
the feedback, think about what they need to look at
and their exams will be two weeks after their clinical
placement has finished.
44. Going through the process does something to people,
but I’m not sure how you get it, where you get
it…but I think you do pick up little stories that you
can (act on)… So I’ll now say to students ‘You now
get to see FYP examples earlier’ because in TESTA
(students said) ‘I want to see them’. Oh God! So they
get to see them. Oh it’s very simple!
45. Improvements in NSS scores on A&F – from bottom
quartile in 2009 to top quartile in 2013
Three programmes with 100% satisfaction ratings post
TESTA
All TESTA programmes have some movement upwards
on NSS A&F scores
Programme teams are talking about A&F and pedagogy
Periodic review processes are changing for the better.
Impacts at Winchester
47. 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. (2014). The Influence of disciplinary assessment patterns on student
learning: a comparative study. Studies in Higher Education. Published Online 27 August 2014
http://www.tandfonline.com/doi/abs/10.1080/03075079.2014.943170
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.
Jessop, T. El Hakim, Y. & Gibbs, G. (2011) Research Inspiring Change. Educational Developments. 12(4) 12-15.
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
Students spend most time and effort on assessment. Assessment is the cue for student learning and attention. It is also the area where students show least satisfaction on the NSS. Scores on other factors return about 85% of good rankings, whereas only 75% of students find assessment and feedback ‘good’. We often think the curriculum is the knowledge, content and skills we set out in the planned curriculum, but from a students’ perspective, the assessment demands frame the curriculum. Looking at assessment from a modular perspective leads to myopia about the whole degree, the disciplinary discourse, and often prevents students from connecting and integrating knowledge and meeting progression targets. It is very difficult for individual teachers on modules to change the way a programme works through exemplary assessment practice on modules. It takes a programme team and a programme to bring about changes in the student experience. Assessment innovations at the individual module level often fail to address assessment problems at the programme-level, some of which, such as too much summative assessment and not enough formative assessment, are a direct consequence of module-focused course design and innovation.
Huge appetite for programme-level data in the sector. Worked with more than 100 programmes in 40 universities internationally. The timing of TESTA – many universities revisiting the design of degrees, thinking about coherence, progression and the impact of modules on student learning. The confluence of modules with semesterisation, lacl of slow learning, silo effects and pointlessness of feedback after the end of a module…
What started as a research methodology has become a way of thinking. David Nicol – changing the discourse, the way we think about assessment and feedback; not only technical, research, mapping, also shaping our thinking. Evidence, assessment principles
Based on robust research methods about whole programmes - 40 audits; 2000 AEQ returns; 50 focus groups. The two triangulating methodologies of the AEQ and focus groups are student experience data – student voice etc. Three legged stool. These three elements of data are compiled into a case profile which captures the interaction of an academic’s programme view, the ‘official line’ or discourse of assessment and how students perceive it. This is a very dynamic rendering because student voice is explanatory, but also probes some of our assumptions as academics about how students work and how assessment works for them etc. Finally the case profile is subject to discussion and contextualisation by insiders – the people who teach on the programme, who prioritise interventions.
The tyranny of choice…
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?
One direction
Hierarchical
Performance
‘Pedagogies of control’
An assessment ‘Arms Race’
Tony Harland: I’m sorry, but we can’t afford to stay here. We’re off to do our assignment”.
The case of the under-performing engineers (Graham, Strathclyde)
The case of the cunning (but not litigious) lawyers (Graham, somewhere)
The case of the silent seminar (Winchester)
The case of the lost accountants (Winchester)
The case of the disengaged Media students (Winchester)
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.