Dispelling myths; challenging traditions: TESTA evidence

PVC Education, University of Bristol em University of Bristol
9 de Sep de 2014
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
Dispelling myths; challenging traditions: TESTA evidence
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Dispelling myths; challenging traditions: TESTA evidence

Notas do Editor

  1. Students spend most time and effort on assessment. Assessment is the cue for student learning and attention. It is also the area where students show least satisfaction on the NSS. Scores on other factors return about 85% of good rankings, whereas only 75% of students find assessment and feedback ‘good’. We often think the curriculum is the knowledge, content and skills we set out in the planned curriculum, but from a students’ perspective, the assessment demands frame the curriculum. Looking at assessment from a modular perspective leads to myopia about the whole degree, the disciplinary discourse, and often prevents students from connecting and integrating knowledge and meeting progression targets. It is very difficult for individual teachers on modules to change the way a programme works through exemplary assessment practice on modules. It takes a programme team and a programme to bring about changes in the student experience. Assessment innovations at the individual module level often fail to address assessment problems at the programme-level, some of which, such as too much summative assessment and not enough formative assessment, are a direct consequence of module-focused course design and innovation.
  2. Huge appetite for programme-level data in the sector. Worked with more than 100 programmes in 40 universities internationally. The timing of TESTA – many universities revisiting the design of degrees, thinking about coherence, progression and the impact of modules on student learning. The confluence of modules with semesterisation, lacl of slow learning, silo effects and pointlessness of feedback after the end of a module…
  3. What started as a research methodology has become a way of thinking. David Nicol – changing the discourse, the way we think about assessment and feedback; not only technical, research, mapping, also shaping our thinking. Evidence, assessment principles
  4. Based on robust research methods about whole programmes - 40 audits; 2000 AEQ returns; 50 focus groups. The two triangulating methodologies of the AEQ and focus groups are student experience data – student voice etc. Three legged stool. These three elements of data are compiled into a case profile which captures the interaction of an academic’s programme view, the ‘official line’ or discourse of assessment and how students perceive it. This is a very dynamic rendering because student voice is explanatory, but also probes some of our assumptions as academics about how students work and how assessment works for them etc. Finally the case profile is subject to discussion and contextualisation by insiders – the people who teach on the programme, who prioritise interventions.
  5. The tyranny of choice…
  6. Raise the question: are there problems with the packaging? Works for furniture – does it work for student learning? Assumptions of modularity: self-contained; disconnected; interchangeable. The next slide indicates some of the tensions of packaging learning in modules, and tensions inherent in the ,metaphor./
  7. Originally used for furniture and prefab and modular homes – how well does it suit educational purposes? I’m not taking issue with modules per se, but want to highlight that there have been some unintended consequences – some good, some bad – of using modular systems. Many programmes have navigated through them, some haven’t. Anyone who has built IKEA furniture knows that the instructions are far from self-evident – and we have translated a lot of our instructions, criteria, programme and module documents for students in ways that may be as baffling for them. Have we squeezed learning into a mould that works better for furniture?
  8. One direction Hierarchical Performance ‘Pedagogies of control’ An assessment ‘Arms Race’
  9. Tony Harland: I’m sorry, but we can’t afford to stay here. We’re off to do our assignment”.
  10. The case of the under-performing engineers (Graham, Strathclyde) The case of the cunning (but not litigious) lawyers (Graham, somewhere) The case of the silent seminar (Winchester) The case of the lost accountants (Winchester) The case of the disengaged Media students (Winchester)
  11. TESTA Higher Education Academy NTFS project, funded for 3 years in 2009. 4 partner universities, 7 programmes – ‘cathedrals group’. Gather data on whole programme assessment, and feed this back to teams in order to bring about changes. In the original seven programmes collected before and after data.