2. Overview
»The story so far
»Assessment challenges
»What we are doing to address those challenges
»Links to tools and resources
#jiscassess
20/10/2016
4. Assessment and feedback challenges
› Highly devolved responsibility and
inconsistent practices
› Lack of developmental focus
› Traditional practices dominate
› Timeliness, quality and consistency
of feedback
› Learner in passive role
› Lack of relevance to world of work
Assessment and feedback
institutional reviews (2012)
» Over half had an e-assessment strategy,
but lines of responsibility unclear and
devolved
» Lack of funding
» Cultural concerns
» Lack of leadership
» Infrastructure and logistics
» Technology
FE and skills survey and
conversations with digital
leaders 2015)
20/10/2016
5. What has happened since
» Awarding organisations through the
Federation of Awarding Bodies and the
eAssessmentAdvisory Group
» The eAssessmentAssociation
» Regulators, CCEA, QualificationsWales
and SQA
» With supporting statement from Ofqual
Joint statement
» Provide a consistent and positive
message about the use of technology
» Demonstrate the value and role of
technology-enhanced assessment, and
promote the end-to-end benefits
» Ensure any potential barriers, perceived
or real, to uptake are identified and
removed
» Explore where admin processes could be
harmonised to ensure a consistent
experience for providing organisations
Agreeing to:
20/07/16 Technology-enhanced assessment in FE and skills – how is the sector doing? 5
6. New Jisc guide
» Why technology?
» Defining terms
» Issues for FE and skills
» A changing sector
» Moving forward
» Benefits
› Organisations
› Teaching and training
› Learners
» Case studies
Enhancing assessment and feedback with technology:
a guide for FE and skills
20/07/16
Available from bit.ly/Jisc-assessment-
guide-FEandSkills
Diagram adapted from an original by Manchester Metropolitan University
Technology-enhanced assessment in FE and skills – how is the sector doing? 6
7. From e-assessment to technology-enhanced….
»More efficient management of
the assessment process
»Enabling more engaging
assessments
»Giving learners more control
over their learning, developing
critical self-assessment skills
»Providing more timely, more
consistent and richer feedback,
from multiple audiences
»Effective tracking of learners
progress
»Increasing learners
employability and facilitating
greater engagement with
employers
»Showcasing richer evidence of
achievement
» Flexibility over when and
where assessments take place
20/10/2016
8. Case studies: Walsall College
20/07/16 Technology-enhanced assessment in FE and skills – how is the sector doing?
End-to-end electronic management of assessment (EMA)
» Benefits:
› Increased learner control
› Rated ‘outstanding’ by Ofsted and
praised for the change in the learner
voice
› Enhanced quality of data
› Enhanced feedback
› Tens of thousands of hours of staff
time saved
» Drivers:
› To address student passivity in relation
to the assessment and feedback
process
» Solution:
› Using an integrated suite of
technologies to support the whole of
its assessment and feedback lifecycle
8
9. Case studies: Swindon College
» Drivers:
› Need to provide learners with greater
choice and flexibility over how
evidence is presented for assessment
› Need for a personal online space for
students to reflect on and present
achievements to employers
» Solution:
› Mahara e-portfolio
Empowering learners
20/07/16 Technology-enhanced assessment in FE and skills – how is the sector doing?
“Mahara is changing the way
people view assessment. Learners
own their e-portfolios so make
personal choices over how they
present themselves and their
work.This in itself increases their
responsibility, broadens their
horizons and encourages
thoughtful innovation.”
LearningTechnologies Manager, Swindon
College
9
10. Case studies: Basingstoke College ofTechnology
»Drivers:
› Employability
› Achievement and retention
»Solution:
› Social media for the sharing,
discussing, evaluating and
showcasing student work
Closing the feedback loop
“Up to the point of submitting their
e-portfolios, our learners are
engaged in an endless loop of
dialogue which gives them a far
better opportunity to evidence their
understanding.”
Scott Hayden, specialist practitioner of social
media and educational technology
20/10/2016
11. But what does ‘good’ look like?
»Draft benchmarking tool
»Introduces a set of good
practice principles, and
identifies what these could
look like at different stages of
maturity
› First steps
› Developing
› Developed
› Outstanding
20/10/2016
12. Clarifying business processes
» Generic process descriptions
facilitated clear definition of system
requirements
» Requirements validated with UCISA
» Suppliers responded to
requirements using a standard
template
20/10/2016
14. Next steps: digital apprenticeships
»New ‘Co-design theme’
»New project to underpin the theme
› Looking to surface where
technology can add value to the
end to end management, delivery
and assessment of
apprenticeships
20/07/16 Technology-enhanced assessment in FE and skills – how is the sector doing? 14
15. Find out more
» New guide for FE and skills, with accompanying case
studies: bit.ly/Jisc-assessment-guide-FEandSkills
› Report from the FE and skills e-assessment survey:
ji.sc/eassessment-survey-final-report
› Joint statement by key stakeholders:
ji.sc/eassessment-survey-report-statement
› Accompanying blog post:
ji.sc/tech-enhanced-assessment-fe-skills
20/07/16 Technology-enhanced assessment in FE and skills – how is the sector doing? 15
16. Find out more
» Transforming assessment and feedback with technology:
http://ji.sc/transforming-assessment-feedback-guide
» EMAprocessesand systemguide:
http://ji.sc/ema-processes-systems-guide
» Supplierresponsestosystemrequirements:
http://ji.sc/supplier-responses-ema
» The evolution of FELTAG:
https://www.jisc.ac.uk/reports/the-evolution-of-feltag
Other guides of interest
20/07/16 Technology-enhanced assessment in FE and skills – how is the sector doing? 16
17. Find out more
20/07/16
» Jointheconversationontheblog:
ema.jiscinvolve.org/
» and ontwitter#jiscassess
» Jointhemailinglist:
jiscmail.ac.uk/tech-enhanced-assessment
Technology-enhanced assessment in FE and skills – how is the sector doing? 17
19. jisc.ac.uk
Except where otherwise noted, this work
is licensed under CC-BY-NC-ND
Find out more…
Contact
Lisa Gray
Senior Co-Design Manager,
Student Experience
lisa.gray@jisc.ac.uk
20/10/2016
21. FE benchmarking tool
»Hybrid origins:
»Pedagogy from assessment &
feedback work 2011-2014
»Covers effective management
practice and use of technology
»Self-assessment activity
proven useful in HE
»Matrix format from Jisc/NUS
tool on digital student
experience
20/10/2016
22. FE benchmarking activity
»Which headings do you prefer?
»Are the indicators in the right columns?
»Are there other indicators/examples we should add?
»Other suggestions to make the tool more useful to you
30 mins to review
20 mins feedback & discussion
20/10/2016
24. Identifying your challenges
» Consider the main challenges facing you and your organisation /
staff / students with any aspect of the assessment process
»Write one challenge per post-it
»Be as specific as you can:
› What is the problem
› Who does it affect
› What is the impact of that problem
»Consider what challenges we can impact on:
› i.e. not funding/time/Brexit!
20/10/2016
27. 1
Discuss
emerging
challenges
2
Prioritise
ideas
3
Announce
successful
ideas
4
Report
progress
Identify
ideas
31st Oct – 24th Nov 4th Jan– 30th Jan 6th Feb Apr/May
Release 6 challenge
areas and invite Jisc
members and other
experts to discuss
Audience: managers,
consumers, some
leaders, other experts
Present ideas for
activities Jisc could
do and ask members
which they support
Audience: managers,
consumers, some
leaders
Release 6 challenge
areas and invite Jisc
members and other
experts to discuss
Audience: everyone
who followed the
challenge
Release 6 challenge
areas and invite Jisc
members and other
experts to discuss
Audience: everyone
who followed the
challenge
28. The intelligent
campus
Should we gather
more data on
students, staff and
buildings that
would allow us to
deliver better
experiences?
Next
generation
learning
environments
We think it is time for a
new type of learning
environment, but what
would this look like?
The digital
apprentice
What would a truly
digital
apprenticeship
look like?
Data driven
learning gains
Can we make
better use of data
to improve
learning, teaching
and student
outcomes?
Digital skills for
researchers
How do we equip
researchers and
related staff with
the skills they
need for the future
of research?
Next generation
research
environments
We think it is time
for a next
generation
research
environment, but
what would it look
like?
30. We think it’s time we had fully digital apprenticeships – to meet
the needs of employers and apprentices in the 21st Century.
• What are the issues and problems you have identified in
embedding technology in delivery and assessment of
apprenticeships?
• What are the opportunities to exploit technology to deliver high
quality apprenticeships more effectively?
• How can a data-driven approach lead to improved decision
making by apprentices, employers and providers?
• Can we provide a total digital experience for all apprentices to
enhance and support their learning and assessment?
• Can a digital approach help provide improved careers advice for
apprentices and their parents?
The digital
apprentice
31. New Digital Apprentice project
»Map the high level processes
involved
› End to end management, delivery,
and assessment
»Surface ‘good practice’ points
relating to each process
»Identify where technology can
add value
»Detail the system
requirements
»Suppliers response clarifying
how systems meet the needs
»Timeframe:
› November 2016 to March
2017
»Working group informing the
direction of travel
› Please sign up today!
20/10/2016
32. Apprenticeship lifecycle activity
»On your tables, draw an apprenticeship lifecycle
(or the apprentice’s learning journey if you prefer)
› What are the high level processes involved?
› Highlight the key pain points from a learning provider perspective
20/10/2016
34. Next steps: what solutions are needed?
»Group around a challenge cluster
»Explore possible ‘solution’ ideas that might help to
address that challenge
› Be clear – what does the idea look like?Who is it for?
Draw pictures!
»Or join the ‘digital apprentice’ table
Activity
20/10/2016
Editor's Notes
In 2012 a baseline review undertaken by 8 institutions showed:
strategy and policy- although there maybe an overall assessment strategy, responsibility for implementing it is devolved to departments leading to variation in assessment and feedback practices- difficult to achieve parity of experience for learners.
strategy documents tend to be quite procedural in focus and don’t reflect the value that assessment can bring to learning.
When it comes to academic practice the issues are varied and complex but include the emphasis on summative assessment and the persistence of traditional forms such as essays/exams.
Timeliness, along with quality and consistency of feedback, was an issue across the board. Even where clear deadlines are set there isn’t always in time to feed into next assignment.
There is a perception that learners don’t engage with the feedback they receive. Tutors may feel they have given a lot of feedback and support but it hasn’t been acted upon. Learners are seen as passive – waiting for feedback to be delivered to them but the reality is less clear cut as the value of acting on feedback is not always well-communicated.
And finally, the assessment and feedback process, particularly the emphasis on high-stakes assessment and the value that is placed on marks and grades, is very different to the formative ways professionals develop during their working life, where much value is gained from feedback from for examples peers.
FE survey and sessions with digital leaders in 2015
The different activities brought consistent set of messages
Again even where there were assessment strategies in place, responsibility was unclear and devolved.
In the survey, respondents were asked to identify up to 5 significant barriers
Not surprisingly, the real or perceived lack of funding to implement wide-scale use was identified by just over half of respondents.
And next was staff resistance and cultural concerns – 42% of respondents said they would prefer to continue with existing methodologies. Related to lack of confidence and skills with the digital.
Also the lack of leadership – in terms of a consistency of message from Government, Ofqual, Oftsed and awarding organisations.
38% reported the technology was difficult to implement, and issues with scaling up
Infrastructure issues included lack of IT support (73%), availability of PCSs and wifi, and capacity issues e.g. around online testing with availability of rooms etc.
Since the survey was completed we have been engaged in conversations with a number of key stakeholders, including BIS, awarding organisations and regulators to ensure we have a joined up approach to tackling the challenges discussed today.
We have gained agreement from representative bodies including the Federation of Awarding Bodies, the eAssessment Advisory Group and eAssessment Association to move forward with a number of next steps in the first instance – highlighted here.
We have already made a start. Jisc, in collaboration with stakeholders, including FE and skills providers, have produced an online guide which aims to start the process of working towards a consistent and positive message, clarifying value and benefits.
The guide aims to show the value that technology can add to assessment and feedback, as well as clarifying terminology and setting the context in the light of sector changes. It also includes a range of example of effective practice across FE and skills, to inspire with what is possible.
The guide introduces the assessment and feedback lifecycle (originally developed by MMU) as way of serving as a common framework to starting conversations around assessment and feedback; it shows a high level view of the processes involved in any assessment, from formative to summative, short quiz to end point assessment.
It offers a means of encouraging dialogue between different types of stakeholders who may work on one aspect of assessment and thus have a view of only part of the life-cycle. So far the model has resonated with everyone we have spoken to in the course of the research. And is useful because if offers a ready means of mapping business processes and potential supporting technologies against this.
The guide introduces the model, but also provides a way in to much more detail around how technology can support all aspects of this lifecycle in a fuller guide.
Wanted to move away from thinking about e-assessment as onscreen tests – to thinking more holistically about all the many ways that technology can support all aspects of this lifecycle.
The case studies highlight the many benefits that technology can bring to all aspects of the assessment lifecycle, from efficiencies in terms of the management of the process and more time feedback; to enhancements including the ability to provide richer feedback in the same amount of time that you’d share written feedback; and ensuring a process where the learners are more in control over their learning.
An example of one of our case studies is Walsall College. Jayne Holt, Assistant Principal will be sharing their story later today, and also in a podcast in the guide.
They have been rated as outstanding by Ofsted - the way in which its joined up approach to assessment and feedback has empowered learners and enhanced their learning is an important factor.
The College has implemented an approach to support the whole of the assessment and feedback life-cycle.
Benefits:
The previous arrangements led to a situation where hard-working tutors were creating increasingly passive learners. Now there is learner control and a level of transparency that allows learners to question what is happening, with feedback in one place.
Although efficiency savings were not the key driver for EMA implementation, the College has saved tens of thousands of hours of staff time that previously went into low value administrative activity i.e. hand writing and then retyping forms that are now generated automatically. This has also improved the quality of data by getting rid of the need to transcribe handwriting. The system also generates all of the evidence needed for HEFCE audit of its HE level provision.
And in a completely different example, focusing on assessment practice rather than process, Swindon College have provided learners with their own personal learning space in the form of the Mahara e-portfolio.
The college wanted to provide learners with greater choice and flexibility on how evidence is presented for assessment, to put learners in control of their own learning. As well as enabling learners to gather relevant rich evidence of their skills and achievements for future employers.
Learners are also developing digital literacy skills, as well as decision making skills as they choose what and how to present. And gaining feedback from a range of audiences to help refine their work.
Once ready for assessment the relevant URLs of pages chosen by learners are copied into Moodle for grading.
The college have found that using personal tools like this can transform learner’s sense of ownership of their work and consequently their standard.
At the start of the course, BTEC media learners are given accounts for social media tools so that they begin immediately to set targets for themselves, discuss, share and critically evaluate their own and others’ work using platforms such as Twitter, Tumblr or WordPress blogging tools or a closed group on Facebook.
Teachers stress the importance of building and maintaining a positive digital reputation; what you do or say online is visible to everyone. But contrary to expectations, the public nature of the tools can instil mature attitudes.
Based on the NUS/Jisc tool on the digital student experience.
Brings together ‘good practice’ statements around assessment design, delivery and management, and enables you to see what that would look like, in practice, within your contexts.
And provides some self-assessment tools at the end for you to consider where you are in relation to each of those.
Not focused specifically at FE colleges but worth mentioning here is some work we did to help universities review their business processes around in particular managing submission, marking and feedback. Because it was found that even within one institution different depts. were handling this in different ways; and that suppliers were finding it hard to navigate their way around the range of approaches.
3 ‘ideal state’ process maps, reducing them to their most efficient from the student submitting a piece of work, to their marks being returned. One map showing a top level for submission, marking and feedback. And detailed maps for submission / marking and feedback
Outlines the flow of tasks, and who’s responsibility this could/should be. And highlights systems requirements at each stage.
Prompting for eg. questions around
Are you doing additional tasks - if so, why?
Are the tasks being done by the right people eg do you have academic staff undertaking administrative duties that don’t need to be
Do you have systems that could carry out some of the tasks you are doing manually?
Do you have multiple ways of performing the same task - if so, why?
For each of the process maps the system requirements relating to each stage are highlighted.
These requirements can either be looked at in relation to the processes, or as a full list of requirements to support full EMA process.
This list was shared with suppliers earlier this year, and they have shared how they meet those requirements.
Suppliers responded to a template of requirements, all responses to which are now collated in one spreadsheet.
Not indicating any preference, and not validated as they are self reported.
The list of requirements relates solely to EMA and may not represent the full functionality of the systems included here eg student record systems cover many functions other than assessment
This listing includes products intended to cover most of the EMA lifecycle as well as some more niche products. It is intended as a means of identifying which combination of products could meet your needs. It is not a like-for-like comparison of similar systems.
We’ll mention more on this later this afternoon, but just to highlight here that we are just taking forward a new project focusing on surfacing the value that technology can play in supporting the end to end management, delivery and assessment of new apprenticeships.
The approach is drawing on some of this previous research in the assessment space, where we go back to exploring the key processes involved in delivery, and use that as a way of surfacing good practice and where technology can add value. We’d very much be interested in identifying who’d be interested in working with us as part of a working group, more to come later.
Gill
Gill
Sues slides
Apprenticeships is a growth area in FE& Skills and through the area review process providers have been challenged to increase their delivery of apprenticeships.
With a government target of 3m starts by 2020 and a history of just over 2.2m apprenticeship starts over the five academic years from 2009/10 to 2013/14 this represents a huge increase.
Only through the effective use of technology, can this target be delivered.
So we are undertaking some exploratory work to inform the development and delivery of the new apprenticeship qualifications, focused on supporting decision making around the most effective use of technology.
The focus is on articulating an ‘ideal state’ where technology is used to best effect to maximise the benefits technology can offer, both in terms of cost-efficiencies and learning enhancements. The audience for this work is those involved in the development and delivery of the new apprenticeship standards.
includes the Institute for Apprenticeships, FE colleges, skills providers, employers and awarding organisations.
Doesn’t have to be things Jisc can take forward, but other agencies too.