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![Page 1: Issues in assessing alternative final year dissertations and capstone projects: the PASS perspective Peter Hartley, University of Bradford p.hartley@bradford.ac.uk.](https://reader035.fdocuments.net/reader035/viewer/2022062806/56649c935503460f9494e917/html5/thumbnails/1.jpg)
Issues in assessing
alternative final year dissertations
and capstone projects: the PASS
perspectivePeter Hartley, University of Bradford
[email protected]://www.brad.ac.uk/educational-development/aboutus/team/
Full_details_27414_en.php
![Page 2: Issues in assessing alternative final year dissertations and capstone projects: the PASS perspective Peter Hartley, University of Bradford p.hartley@bradford.ac.uk.](https://reader035.fdocuments.net/reader035/viewer/2022062806/56649c935503460f9494e917/html5/thumbnails/2.jpg)
This inputThis input
o Programme-based ideas and approacheso Programme-based assessment (PASS project). o Comparing assessment environments (TESTA
project). o Applications and implications, e.g. work at
Brunel.o Specific implications for the final year ‘capstone’
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Assessment is a Assessment is a problemproblem
• See the PASS Project Issues Papero Please comment/feedback and use.
• http://www.pebblepad.co.uk/bradford/viewasset.aspx?oid=260486&type=file
• Would highlight:o Assessment ‘drives and channel’.o What/why are we measuring: the‘slowly learnt’problem.o Limitations of grading (e.g. marks are not numbers).o Implications for course structures/regulations.
o .
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Programme-based Programme-based assessment: PASSassessment: PASS
• NTFS group project over 3 years:o Two years of development and investigation
and one year of implementation.
• Consortium:o Led by Bradford;o 2 CETLs – ASKE and AfL.o Plus Exeter, Plymouth and Leeds Met.o Plus critical friends.
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What are we What are we investigating?investigating?
How to design an effective, efficient, inclusive and sustainable assessment strategy that delivers the key course/programme outcomes.
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Learning from Learning from interesting friendsinteresting friends
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TESTA projectTESTA project• NTFS group project with 4 partners:
‘aims to improve the quality of student learning through addressing programme-level assessment.’
• starting from audit of current practice on nine programmes: osurveyed students using focus groups and AEQ – Assessment Experience Questionnaire – Graham Gibbs et aloalso using tool to identify programme level ‘assessment environments’ (Gibbs)
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Consistent practice?Consistent practice?
Characterising programme-level assessment environments that support learning by Graham Gibbs and Harriet Dunbar-Goddet Published in: Assessment & Evaluation in Higher Education, Volume 34, Issue 4 August 2009 , pages 481 - 489
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Data from TESTAData from TESTA
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The need for strategyThe need for strategy• An example finding from Gibbs
o ‘greater explicitness of goals and standards was not associated with students experiencing the goals and standards to be clearer’
• And what did make a difference?
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The need for strategyThe need for strategy• An example finding from Gibbs
o ‘greater explicitness of goals and standards was not associated with students experiencing the goals and standards to be clearer’
• And what did make a difference?o Formative-only assessment;o More oral feedback;o Students ‘came to understand standards
through many cycles of practice and feedback’.
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PASS outputs to datePASS outputs to date• General literature review.• Students’ view of assessment
strategies.• Assessment issues.• Medical school case study.• Inclusive assessment.• Survey of staff attitudes.
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Outputs in progressOutputs in progress• Assessment types at professional
level.• Survey of practice across the UK &
international perspective.• Further case studies.• ‘Manifesto’/position paper.
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Issues to Issues to disentangle include:disentangle include:• Defining PBA.• Assessment environments & impact.• Effective regulatory frameworks.• Staff perspectives and workload.• Student perceptions and expectations.• How to develop an effective strategic
approach.• Grading and credit (and the ‘best’
relationships between them).
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Defining assessment: Defining assessment: a challengea challenge
• Programme outcomes “need to be assessed in complex, multidimensional student performances”
(Rogers, Mentkowski, & Reisetter Hart, 2006, p. 498).
• How do students define/perceive their performance?o e.g. what makes you a ‘First Class Engineer’?
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Student perceptions Student perceptions and concernsand concerns
o perceptions of ‘the course’ are variable;o assessment experienced as
‘fragmented’.BUT• anxieties re move to more integrated
assessment – perceived risk in terms of performance;
• concerns about feedback and timing.
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Searching for typesSearching for types
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Searching for typesSearching for types
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An example: An example: Peninsula Medical Peninsula Medical
SchoolSchool• Case study already available.• Includes:
o four assessment modules that run through the 5 year undergraduate medical programme and are not linked directly to specific areas of teaching.
o focus on high-quality learning (Mattick and Knight, 2007).
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Further case studies Further case studies being exploredbeing explored
• Brunelo New regulations which separate study and
assessment blocks.
• Liverpool Hopeo New regulations which ‘abandon modules’ in
all undergraduate programmes.o ‘Key Honours Assessment’.
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Brunel: the regsBrunel: the regs• 120 credits per year of study.• Course/programme can include mix of
study, assessment and modular blocks.• Option blocks must be modular.• Blocks must be in multiples of 5 credits• Maximum assessment block is 40
points
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Examples from BrunelExamples from Brunel• Biomedical Sciences
o Study and assessment blocks in all years.o Cut assessment load by 2/3rds; generated
more time for class contact.o Synoptic exam in all three years.
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Examples from BrunelExamples from Brunel• Biomedical Sciences
o Study and assessment blocks in all years.o Cut assessment load by 2/3rds; generated
more time for class contact.o Synoptic exam in all three years.
• Mathematicso Conventional modules in final year only.o Improved understanding and ‘carry-over’ of
‘the basics’ into year 2.
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And back to And back to rethinking the diss?rethinking the diss?
• Where does it fit into the overall assessment strategy and environment?
• How/where does it integrate?• How far does it succeed as capstone?• Do the institutional rules/regulations help
or hinder? Can they flex/change?• How do students see and approach it?
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And finally… And finally… assessment/ identity assessment/ identity
interfaceinterfaceStudents as ‘conscientious consumers’
(Higgins et al, 2002).But:• personal identity as ‘mediator’.
o e.g. apprentice (‘feedback is useful tool’) cf. victim (‘feedback is another burden’).
So need to change the mindsets of some students?
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And finally on PASS …And finally on PASS …• Visit the web site:
o www.pass.brad.ac.uk
• Contact us at:o [email protected]