Innovative assessment practice - evaluating and managing the impact on student experience

Summary report from session funded under the HEA 2012 Workshop Series

This paper summarises the input and discussions from a workshop which aimed to use the experiences gained from two patchwork text assessment projects undertaken at The University of Derby to explore wider issues relating to the use of innovative assessment. Evidence indicates both quantitative (grade uplift) and qualitative improvements in learning from these projects. Students reported a range of benefits including improved focus on learning outcomes, management of the learning process and feedback to help understanding and improvement of performance. Developments were also reported to a range of supporting study skills and confidence. However the impacts were not all positive with concerns raised about perceived additional workloads, the use of technology and over reliance on tutor feedback. The report suggests the introduction of innovative assessment practices needs to be carefully considered. Recommendations are discussed around design, at module and programme level, management of workload and student expectations, provision of guidance and feedback and the use of technology. The development of partnership working around new assessment methods and the need for institutional support is emphasised. Developments in innovative assessment need to be supported by further research in a number of key areas highlighted in the report and more effective evaluation mechanisms at group and individual level.

This paper summarises the input and discussions from a workshop which aimed to use the experiences gained from two patchwork text assessment projects undertaken at The University of Derby to explore wider issues relating to the use of innovative assessment.

Evidence indicates both quantitative (grade uplift) and qualitative improvements in learning from these projects. Students reported a range of benefits including improved focus on learning outcomes, management of the learning process and feedback to help understanding and improvement of performance. Developments were also reported to a range of supporting study skills and confidence. However the impacts were not all positive with concerns raised about perceived additional workloads, the use of technology and over reliance on tutor feedback.

The report suggests the introduction of innovative assessment practices needs to be carefully considered. Recommendations are discussed around design, at module and programme level, management of workload and student expectations, provision of guidance and feedback and the use of technology. The development of partnership working around new assessment methods and the need for institutional support is emphasised. Developments in innovative assessment need to be supported by further research in a number of key areas highlighted in the report and more effective evaluation mechanisms at group and individual level.