Assessment for Learning 2013 -2015

Teaching and Learning ForumOctober 2013

DRAFT Assessment Policy

• The draft policy when completed and approved will replace the University of Plymouth Assessment Policy (2007).

• Following an extensive review of other HEI’s assessment policies (both UK and international) it is proposed to move away from a bulky paper-based assessment handbook (over 90 pages) to a flexible on-line resource that will be able to hold a wealth of resources.

• The QAA (2013) Quality Code for HE: Chapter B6:Assessment of students and recognition of prior learning ; the NUS Charter (2010)on Feedback & Assessment and the Plymouth University NSS and SPQ survey (2013) have informed this policy review.

Plymouth University inclusive assessment ambition ‘all students will have an equitable, supported assessment experience’.

Inclusive assessments will :- Fairly evaluate students’ ability to meet module and programme learning

outcomes and academic standards. Be accessible for all students. Provide every student with an equal opportunity to demonstrate their

achievement. Support student engagement, learning, progression ,retention and

address the needs of our diverse student population. Be authentic and offer students contextualised meaningful tasks that

replicate real world challenges through effective programme design.

Assessment for Learning 2013 – 2015 Project

Authentic learning and inclusive assessment in all Plymouth University programmes ‘Everyone working to the same agenda and challenges’

Inclusive Assessment is a ‘win-win’ approach:

• Uses the same assessment for all students; taken at anytime and any location (ODL friendly)• Reduces staff workload.•Minimises MAPs.• Uses instant resits if required to reduce the need for

Plymouth-based August exams.• Increases NSS & SPQ scores.

‘Everyone working to the same agenda and challenges’

Traditional assessment Authentic assessment

Selecting a response Performing a task

Artificial assignment / test structures Real life test structure

Recall of knowledge Application of knowledge

Lecturer constructed Student / employer / lecturer co-constructed

Indirect evidence of performance as .. (biologist/ psychologist /…)

Direct evidence of performance as (historian/

mathematician ..)

Authentic learning and inclusive assessment in Plymouth programmes ‘Everyone working to the same agenda and challenges’

DRAFT Policy

• Developed from Good Practice examples and research, to be in line with QAA Quality Code

• First large scale consultation

• Will it work for you? • Will it work for your students?• What is missing?