HEA Transforming Assessment in Higher Education Symposia Series – call for contributions

The Higher Education Academy’s Transforming Assessment in Higher Education symposia series aims to bring together cutting edge examples of effective efforts of sustainable and manageable change around assessment and feedback. A call is open for case studies outlining discipline-specific innovations and wider institutional initiatives themed around:

  • Assessment literacy (to be held in York on 8 March 2017)
  • Technology-enabled/electronically managed assessment (to be held in York on 12 April 2017)
  • Enhancing student engagement through assessment (to be held in York on 24 May 2017)

This flyer provides full details of the symposia and how to submit a case study against each of the themes, as well as further publication opportunities for those case studies selected for the symposia.

 

Grade Based Assessment in ACES

We continue to develop a comprehensive library of online case studies for academics which share innovative assessment practice across faculties.

The fourth assessment design case study focuses on how the introduction of Grade Based Assessment (GBA) in Art and Design is improving the student experience.

Case study

gba

Written by Simon Clark, Roger Eccleston and James Corazzo, the case study focuses on the use of GBA and its benefits, which include:

  • Encourages staff to make wider use of the marking range.
  • Students can easily and consistently see how well they are doing across all the modules that they are studying.
  • By reviewing their grades, students are able to determine more easily if their module performance is consistent with the degree class that they are aiming for.
  • Staff using written descriptors with grades that relate directly to final degree classifications make assessment decisions clearer and improve the usefulness of the feedback to students.

Please contact us if you have any innovative assessment design practice that we can share via a case study.

Sharing innovative assessment design

The AJP team continues to develop a comprehensive library of online case studies for academics.  We are now developing a series of case studies to share innovative assessment practice across faculties.  We’ll be promoting the case studies to staff via our blog and Assessment Essentials on a regular basis.

The first assessment design case study we’re sharing focuses on TESTA (Transforming the Experience of Students Through Assessment) and how it has helped to redesign assessment across the Academy of Sport and Physical Activity in HWB.

testa

Written by Eddie Mighten and Diane Burkinshaw, the case study focuses on the use of Formative Assessment (Assessment for Learning) that is a feature of everyday teaching.  It is an essential part of the learning and teaching strategy which is scheduled, designed and required in a module. It helps students learn and generates feedback which helps shape understanding.  On some of the Academy’s 3 year courses, there has been a reduction from 36 to 16 summative tasks, being replaced by ‘true’ formative assessment tasks.

Please contact us if you have any innovative assessment design practice that we could share via a case study.

Tried and tested – voice recognition feedback

First case studyWe’ve been meeting with academic teaching staff in all four faculties who are leading the way with their approaches to online management of assessment. We’re capturing their positive experiences in the form of case studies to share with you.  These case studies will be promoted at the forthcoming Learning & Teaching Conference on 25 June and will be embedded within the Assessment Design and Delivery Framework due for launch in September 2015.

The case studies cover a range of online technologies including

  • voice recognition software
  • audio feedback
  • screencasts
  • feedback rubrics
  • online marking
  • video feedback, and lots more.

The first case study to be published focuses on Professor Colin Beard in the Sheffield Business School who uses voice recognition software to provide effective feedback to students whilst saving time for himself!

Key benefits of this approach:

    • Provides more personal feedback, which is more akin to audio feedback
    • Allows control of the computer through your voice
    • Staff can create written feedback for students verbally
    • Feedback is edited by listening to a computer voice reading back the text
    • Can be used by all staff
    • No internet connection required during the creation of feedback

Read Colin Beard’s full case study and watch his video on this time saving feedback tool.