ASSESSMENT PRINCIPLES WORKSHOP · ASSESSMENT PRINCIPLES WORKSHOP •Aim-To create draft assessment principles that can be circulated for consultation and feedback ... assessment policies

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACTLIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT

The Electronic Management of Assessment Programme

The Assessment and Feedback Project

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ASSESSMENT PRINCIPLES WORKSHOP

LIMITLESS POTENTIAL | LIMITLESS OPPORTUNITIES | LIMITLESS IMPACT

ASSESSMENT PRINCIPLESWORKSHOP• Aim-To create draft assessment principles that can be circulated for

consultation and feedback

• Objectives

• To reflect on how pedagogy underpins process

• To recognise the importance of EMA processes aligning with assessment principles

• To clarify whether we need Assessment Principles AND Feedback Principles OR A&F Principles

• To start to think about the most effective mechanisms for dissemination and incorporation across the institution

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PROJECT/PROGRAMMECOLLABORATION

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EMA PROGRAMME

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WHY DO WE NEED ASSESSMENT PRINCIPLES?

-To ensure a collective understanding surrounding the purpose of assessment and how it should feed into learning

-To articulate important concepts, start to outline their meaning and point towards implementation

-To outline what good look practice looks like in order to direct change and evaluate progress towards improvement

-To provide a tool for colleagues as they design, implement and reflect on assessment policies and practices

-To underpin TEL with good pedagogic practice

-To concisely draw together research evidence supporting each principle

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WHAT DO GOODPRINCIPLES LOOK LIKE?• David Nicol:

• The essential meaning should be clear

• They should avoid stating the obvious and instead point to higher aspirations

• They should be action-orientated but not be overly specific

• They should have broad relevance-there should be a number of ways of implementing a principle depending on the discipline and teaching context

• They should be evidenced in published research

• They should not be confused with procedures

• There should be minimal overlap across a set of principles-each should be defined independently

• Avoid excessive numbers of principles-too many will dilute the message and make it more difficult for colleagues to remember them 6


HOW HAVE OTHER PROVIDERS OUTLINED THEIR ASSESSMENTPRINCIPLES?

• Principles are headlines but these are just the starting point

• Almost all providers also offer a compelling case in support of each principle

• Most offer a range of examples of implementation in different disciplines

• This additional content is crucial if we are to use Assessment Principles as a basis for reflecting on current assessment practice

• E.g. University of Bristol

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http://www.bristol.ac.uk/academic-quality/assessment/assessment-and-feedback-principles/


DISSEMINATION ANDINCORPORATION

Examples from other providers:

• Information cards including ideas for implementation e.g. University of Hertfordshire

• Flyers

• Inclusion in student handbooks

• Welcome Week slides

• Principles of Feedback blog e.g. York St John

• Project funding

• Self evaluation toolkits

• Workshops to facilitate the adoption of principles in modules e.g. University of Ulster

• Incorporation into programme validation documentation to ensure discussions occur early in curriculum design

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http://jiscdesignstudio.pbworks.com/w/file/110737108/A5 Principles Cards(1).pptx

http://blog.yorksj.ac.uk/fpp/


WORKSHOP STRUCTURE• 12.00 Lunch

• 12.15 Overview

• 12.25 Divide into groups to consider 6 main exemplars on coloured card

• 12.50 Pause for group feedback and reflection

• 1.45 Groups share interim drafts

• 2.30 Final review and collection of draft materials. Consolidation and editing leading to a draft that can be circulated electronically.

• 2.45 Final plenary

• 3.00 Finish

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GROUPS

• Group 1: Deb, Cindy, Beverly, Tim

• Group 2: David, Helen, Joy, Vicki, Andrew

• Group 3: Nina, Niall, Mark, Peter

• Group 4: Emma, Michelle, Chloe, Keith

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LIMITLESS11


12.50 REFLECTION POINT• Pause for feedback and reflection

• We might start to think about:

• Do we want separate assessment and feedback principles or just one set of A&F principles?

• Student engagement with A&F is important (refer to revised NSS questions about A&F and then about engagement). Is student engagement at the heart of our Principles?

• What are the principles for and are they fit for that purpose?

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FINAL PLENARY• Have we achieved the aim of the workshop?

• The next steps for draft principles

• Thank you!

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ASSESSMENT PRINCIPLES WORKSHOP · ASSESSMENT PRINCIPLES WORKSHOP •Aim-To create draft assessment principles that can be circulated for consultation and feedback ... assessment policies

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