Testing TESTA: Keele’s Approach

Matt Street, Martin Rowley and

Katherine Haxton

Our TESTA Journey

Change Academy, Leeds, February 2012

Psychology Pilot

Modular system – TESTA provided framework

for coursewide perspective

Some question marks over student

questionnaire data (and difficult to obtain).

Good tool to initiate discussion about balance

of assessment suitable for Psychology

Our TESTA Journey

Chemistry Curriculum Review

TESTA ‘before’ and ‘after’ snapshot.

Inspired inclusion of more diverse assessment.

Quantified diversity of feedback forms in use.

Difficult to quantify assignments with both

summative and formative elements.

Work in progress!

Our TESTA Journey

Keele-wide Assessment Review

Goal: to enhance our assessment and

feedback practices and ease the

assessment burden for both staff and

students

Assessment for Learning

TESTA ‘Lite’

Focus on programme data collection and

reflection.

Student questionnaire and focus groups

optional.

Template for programme responses to

progress through university committees.

Data Collection Tool

% Breakdown of Assessment Types

Class Test14%

Exam Unseen 14%

Group Project7%

Laboratory Book / Report14%

Laboratory Assessment / Practicals

14%

Practical Assessment7%

Practical Exam - Lab based7%

Presentation Individual

7%

Problem Sheets14%

% of all assessment

% Breakdown of Feedback Types

Individual typed/written

52%

Generic/Group typed/written

13%

Model answer18%

Audio-visual13%

Verbal /face to face group

4%

Overview

0

10

20

30

40

50

60

70

80

90

100

4 5 6 7 Overall

% o

f A

sse

ssm

en

t

FHEQ Level% credits Coursework % credits Written Exam

% credits Practical Exam % Other

Assessment Environment

Characteristic of assessment environment Low Medium HighThis

Programme

% marks from examinations (Written) below 40%between 40

and 70%more than

70% 57

Variety of assessment methods (please complete manually)

1-3 different methods

4-6 methods 6+ methods

Volume of summative assessmentmark allocated

less than 15 times

15-40 timesmore than 40

times 58

Volume of formative only assessment less than 15

times15-40 times

more than 40 times

0

Volume of qualifying assessment 0

Required Reflection

What changes to your assessment structure

do you wish to make in light of your

evaluation?

Please identify any developmental support you

may require to effect these developments.

Which aspects of your assessment practices

you would be happy to share with

colleagues?