Diverse AssessmentDiverse AssessmentHN Social Sciences Development Day5 November 2014♦ SQA Research and Information Services bulletin 25♦ Benefits of diverse assessment♦ Range of learners, aptitudes and skills♦ Formative and summative assessment♦ Key developments♦ Social media♦ Student feedback on alternative assessment - sociology

SQA Research and Information SQA Research and Information Services Bulletin 25 (2007)Services Bulletin 25 (2007)SQA Research and Information Services Bulletin No. 25

Aims of the projectThis short project was set up to consider the range and diversity ofassessment methods currently offered in vocational courses in Scotland,and to identify:♦ whether innovative methods of assessment are replacing what mightbe seen as ‘traditional’ methods of assessment♦ the reasons for selecting innovative assessment methods♦ the benefits and drawbacks of doing so♦ how innovative assessment is being used to assess ‘soft’ skills

The project also sought to identify emerging good practice on diversity of assessment for inclusion in SQA’s own assessment guidance.

Diverse assessment - Diverse assessment - 20072007♦ forms of examinations such as open-book and take-awayexaminations♦ projects and investigations♦ varied writing tasks♦ multiple choice and other objective tests♦ oral assessment♦ realistic or problem-solving tasks♦ assessment based on simulations or role play♦ computer-assisted assessment♦ portfolios and profiles♦ negotiated assignments and learning contracts♦ group assignments♦ self, peer and co-assessment

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The need to improve the quality of student learning is one of the drivers of diversity and innovation in assessment. It is a recurring theme in the literature, where it is noted that getting a close alignment between the teaching, the learning outcomes and the assessment will result in better learning on the part of the student (Biggs, 1999, quoted by Rust, 2004).

Page 6Page 6…while many entrants to HE are committed to learning and being assessed, it is possible that there is a sizeable minority which is not necessarily committed to the learning process and may lack focus in its learning. In light of this, teaching has to change to engage with learners. And if delivery and teaching change, then so must assessment methods. Assessment needs to reflect the learning process. If that is more diverse then the assessment will need to follow suit and itself become more diverse. So if there is more emphasis on coursework and assignments and perhaps a reduction in written examinations there will be a knock-on effect on assessment.

Page 8Page 8It’s not simply about choosing a different way of doing things — the point of diversifying assessment must be that choosing a different method of assessment will be beneficial to the learners and what they are being asked to learn (Lines and Mason, 2005)

The benefits of diversity in The benefits of diversity in assessmentassessmentGood practice emerging from the experience of HEIs in offering a wide range of diverse and innovative assessment. For example, the Scottish Institute for Excellence in Social Work Education notes (Comprehensive Knowledge Review: Integrated Assessment (2005)) that when a range of assessment methods is used across a programme, there needs to be an assessment strategy for the programme which:

♦ considers structures, procedures and processes♦ outlines the different types of assessment to be used♦ provides a rationale for use of these in every component

Page 9Page 9There needs to be even-handedness between the ways innovative and traditional assessments are regarded. There is evidence in the literature that the practicalities of offering innovative assessment might deter lecturers from making any changes to their assessment provision. However, Hornby notes ‘… the next time you sit down to mark 250 case studies, essays, laboratory reports or examination scripts ask yourself one question. Can I do this differently, in a way which makes my assessment more efficient and more effective?’ (Hornby, 2003a)

Rust (2004) notes that reasons for not adopting new practices include:♦ a lack of belief in the need for change on the part of the lecturer, the students or the institution♦ inertia♦ concerns about resources, including time♦ the feeling that any change will be too difficult to implement♦ regulations blocking the change

Assessment - ValidityAssessment - Validity

All interviewees agreed that the assessment must assess what is supposed to be assessed and not what is easy to assess.♦ fit for purpose♦ fair

Page 11Page 11One interviewee said it was important to ask whether ‘we are assessing learning about the subject or learning for the subject’. If the answer is that the learning covers theory and practice rather than the theory alone, then the assessment will need to comprise more than the traditional three hour examination (or essay). Another noted that ‘if we have blended learning then we must have blended assessment too’.

Range of learnersRange of learnersIt is not only access students who might lack essay writing skills. The 10 September 2006 edition of Scotland on Sunday reported that first-year students at Glasgow University have had to be taught ‘the art of writing essays … amid growing evidence that many young students are incapable of constructing a written argument. Other universities, including Edinburgh, St Andrews, Aberdeen and Dundee, have recently introduced optional courses as concern grows that many undergraduates fail to pick up basic essay-writing skills at school.

Formative and summative assessmentThe goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:♦ help students identify their strengths and weaknesses and target areas that need work – feedback, but, not only from the lecturer♦ help lecturers recognise where students are struggling and address problems immediatelyThe goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standards.

Getting the balance right between formative and summative is crucial.

………………..2014..2014Key developments

♦ Curriculum for excellence♦ Emphasis on skills development e.g. higher order skills, core, soft, essential and transferable skills – Skills Strategy for Scotland etc.♦ Social science studies for skills and employability♦ Androgogy, active/cooperative learning, teaching and diverse assessment♦ Digital literacies♦ Web 2.0 and Social media♦ Piloting ‘Enhancements’ to HN Qualifications to Achieve Articulation Project

Social mediaSocial media

♦ New platforms for communication♦ Social sciences – people, research and information – communication is key♦ New communication tools and the changing nature of communicative practices♦ Diversity of writing ‘genres’

Communication and Communication and assessment via social mediaassessment via social media♦ Participation♦ Collaboration♦ Interactivity♦ Community building♦ Sharing♦ Networking♦ Creativity♦ Distribution♦ Flexibility♦ Customisation

Student feedback on Student feedback on Sociology Sociology A&B A&B Alternative Assessment Alternative Assessment PortfolioPortfolio

In my opinion I thought that this folio was a lot better than any other college assessment I have undertaken so far. This is due to the fact that it wasn't just based on getting all the information into each of the assignments but actually it was very creative. I personally enjoy making posters and timelines as I feel it is less dreary and more stimulating. I liked the fact that something different and original was added to this folio which gave each student a chance to put their own spin on it.

In regards to problem solving I feel this was a requirement that I tackled well. The process of researching and processing information has broadened my skills as I feel like I had a lot of time to hand this folio in and therefore gave me the opportunity to explore different ways of gaining information. I feel that two of the assignments required a lot of IT skills. This is not something I struggled with as I am computer literate but however, I have never formed a timeline before and during this process I have picked up various skills using the Microsoft packages.

Overall, I feel that this folio was a great idea which gave variety and efficiency and I would gladly take on another assessment exactly this one.”

I felt I have learned a lot from this project about how I learn and time management. I learnt that I cannot focus on a task when it seems like there is a long deadline, I prefer to have a bit of pressure so that I can put my head down and focus on the tasks. Although I did a bit of research when we got given the assessment the bulk of what I have done was in the last 4-6 weeks. I feel I have gotten better at interpreting information and taking the time to read and re-read something if I don’t understand the first time, and that it does take some time to find the book, website or article with the right information. I prefer this style of assessment because it breaks it up into different things so that everything is not just reports and essays but different ways of looking at different topics”

I felt that the portfolio style used was a fairly good way of doing this assessment. The fact that there were three different working styles (timeline, academic poster and essays) meant that you can display that you are capable of gathering the information needed and presenting it in different ways because you have developed the certain skills needed to do so.

I realised a great opportunity provided the portfolio task: the freedom to research. Unlike any streamlined assessments, this gave me an opportunity to spend reasonable time with actual sources instead of textbooks.I found the first two assignments largely mechanical, serving the purpose of demonstrating lexical knowledge. However, the second two gave the chance to read, summarise and evaluate social theories. I could utilise it in order to develop concentration and English skills.