Warwick Education Conference 2024 - Reimagining Assessment Nano-Presentations
The Warwick Education Conference 2024 blends asynchronous resources and live events to offer a range of exciting ways for everyone to engage with the theme of Reimagining Assessment. These short (up to 10 mins) nano-presentations have been created asynchronously for you to watch and feel inspired at a time and place that suits you.
List of Nano-Presentations:
Could 'Ungrading' Promote Equity and Social Justice in Higher Education?
Sustainability in assessment: A university wide overview
The student as editor: A radical reimaging of the student in the age of artificial intelligence
The voice of the patient within assessment
Elevating Assessment Practices for MSc Students in Electrical Engineering Studies
Assessment - a personal journey
Could 'Ungrading' Promote Equity and Social Justice in Higher Education?
Natasha Katuta Mwila, Organisation and Work Group, Warwick Business School
Abstract:
The traditional grading system in higher education has long been scrutinized for its potential to perpetuate inequality and hinder the pursuit of social justice (Link & Guskey, 2019). This nano-presentation explores the transformative concept of ungrading as a means to promote equity in higher education. Ungrading challenges the conventional assessment norms by emphasizing personalized and holistic approaches to evaluating student learning (Crogman et al., 2023).
This presentation delves into Bloom’s (1976) theoretical framework supporting ungrading, drawing connections between its implementation and the overarching goal of fostering equitable educational environments. By moving away from rigid grading structures, ungrading seeks to provide students with the space and freedom to engage deeply with course material, promoting a more inclusive and student-centred learning experience.
The presentation will address the potential impact of ungrading on marginalized and underrepresented student populations, considering the ways in which this innovative approach may mitigate existing disparities in academic achievement. The presentation will examine how ungrading aligns with the principles of social justice, offering a pathway to dismantle systemic barriers that hinder educational access and success.
Furthermore, the presentation will explore the role of instructors in implementing ungrading strategies, examining the challenges and benefits associated with this pedagogical shift. Insights will be shared regarding the cultivation of a supportive learning environment that encourages collaboration, critical thinking, and a sense of agency among students, ultimately contributing to a more equitable higher education landscape.
This nano-presentation advocates for a paradigm shift in the assessment practices of higher education institutions, emphasizing the potential of ungrading to create more inclusive and just learning environments. The insights presented aim to stimulate further discussion and exploration of alternative assessment methods that prioritize equity, diversity, and social justice in the pursuit of academic excellence.
References:
Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill.
Crogman, H. T., Eshun, K. O., Jackson, M., TrebeauCrogman, M. A., Joseph, E., Warner, L. C., & Erenso, D. B. (2023). Ungrading: The Case for Abandoning Institutionalized Assessment Protocols and Improving Pedagogical Strategies. Education Sciences, 13(11), 1091.
Link, L. J., & Guskey, T. R. (2019). How traditional grading contribute to student inequities and how to fix it. Curriculum in Context, 45(1).
Sustainability in assessment: A university wide overview
India Palmer, Warwick Manufacturing Group and Tomisin Ajeneye, School of Engineering
Abstract:
The world is in a climate emergency (UNEP, 2024) and of a poll of 9303 UK students, 71% of them “agree that course tutors should be required to incorporate sustainable development within their teaching”. (SOS-UK, 2023) This presentation reviews the integration of sustainability assessment and education within the University of Warwick's curriculum, analysing programs across engineering, economics, business and politics degrees. This review is completed through the lens of the United Nations' 17 Sustainable Development Goals (SDGs) (UN, n.d.). The SDGs encompass a wide range of critical issues, from poverty eradication and environmental sustainability to gender equality and quality education. By evaluating the curriculum against each of these individual SDGs, this presentation aims to determine how effectively each assessment addresses these global challenges and contributes to a more sustainable future.
Through a limited time internship in summer 2023 a mixed quantitative and qualitative approach was adopted, using content analysis to review the University’s published materials on course and module assessments. Findings show promising progress regarding foundational and specialised sustainability knowledge across degrees and disciplines. However, opportunities exist to expand certain modules and assessments by mapping directly to sustainability frameworks. It is recommended that the University broaden and deepen their sustainability coverage and adopt a strong university-wide approach. Thereby fully executing its vision for transformative sustainability education, empowering socially conscious graduates.
References:
Students Organising for Sustainability (2023) “Sustainability Skills Survey 2022-23; Research into students' experiences of teaching and learning on sustainable development”. Available at: https://www.sos-uk.org/research/sustainability-skills-survey (Accessed: 3 December 2023)
UN, (no date) “The 17 Goals”. Available at: https://sdgs.un.org/goals (Accessed: 31 January 2024)
UNEP, (2024) The Climate Emergency. Available at: https://www.unep.org/climate-emergency (Accessed: 21 January 2024)
The student as editor: A radical reimaging of the student in the age of artificial intelligence
Ryan Arthur, Academic Development Centre
Abstract:
This nano-presentation will project a vision of the focus of assessment in the age of artificial intelligence (AI). More specifically, it will outline what assessors should focus on to evaluate the student’s critical engagement with AI. The use of AI in higher education (HE) has risen quickly in recent years with a parallel proliferation of new AI tools available (Chu et al., 2022). In seconds, these tools can formulate an essay plan and write sections that cite literature, paraphrase and even review academic texts. Currently, these tools are one step ahead of plagiarism detection tools; it is difficult to discern the use of AI without the risk of a false positive. In response, there have been suggestions to revert to a focus on in-person memory recall, such as vivas or unseen exams, or integrate AI tools and prompts into existing assessment practices. Both of which have their merits. However, a third option has received significantly less coverage; that is, redirecting our assessment criteria to place more weight on the student’s editorial power.Editinghas been narrowly defined as proofreading; this is just a minor aspect of how the student in the age of AI will edit; editing is an apt metaphor to describe the creative and technical process of synthesizing, manipulating, interpreting and extracting information to produce a cohesive narrative. As a result of AI, students can generate text, images, and videos in seconds, but such things still need to be critically shaped and moulded in a way that requires students to use their authorial voice and unique vision. Otherwise, what is generated by AI will remain generic, dry, descriptive, disconnected and potentially inaccurate.
The voice of the patient within assessment
Michele Gutteridge and Anita Neenan, Warwick Medical School
Abstract:
Simulated Patients (SPs) are usually, but not necessarily, lay people who are trained to portray a patient with a specific condition in a realistic way (Cleland et al., 2009). At Warwick Medical School our SPs are an integral part of the summative exam process. They roleplay standardised and equitable patient who provide the same opportunity for the student cohort as the clinical content has been assessed and set by the exam team.
It has been suggested that many aspects of communication, including non-verbal elements, are best assessed by those directly involved in the consultation i.e. patients/ SPs (Whelan et al., 2005).
Alongside this sits the importance of the patient voice as highlighted by the GMC in Domain 2 Patients, partnership and communication of Good Medical Practice- GMC 2024 (gmc-uk.org).
We are re-imagining the role of the simulated patient and the voice of the patient by merging the two. Our team of diverse individuals cover a variety of ethnic, cultural and social backgrounds bringing in personal narrative and experience as trained assessors and station contributors.
The marking for exams has been reimagined, as the domain of communication has been separated from other clinical domains, so it can be assessed by a trained nonclinical team focusing on the patient perspective.
Through their perspectives we are producing assessment that is built around an individual’s lived experience. Placing the voice of the patient within the curriculum from selection of students onto the course, through communication skills teaching and into summative assessments.
The sharing of our process will highlight the benefits of the inclusion of the patient narrative into our exams and will trigger thoughts /discussion around who should be assessing students.
Voice of the patient in assessment_transcript.docx
Elevating Assessment Practices for MSc Students in Electrical Engineering Studies
Mohammadali Abbasian, Warwick Manufacturing Group
Abstract:
This presentation advocates for a paradigm shift in grading strategies, specifically tailored for MSc students in electrical engineering. It critiques the traditional reliance on tests, proposing a multifaceted approach emphasizing practical application and critical analysis. Central to this approach is the incorporation of methods such as assigning students to locate, analyze, and replicate simulations detailed in academic papers. By embracing this method alongside formative assessments, project-based evaluations, peer feedback, and self-assessment, students can deepen their understanding and readiness for real-world challenges. This comprehensive transformation promises not only enhanced learning outcomes but also the cultivation of essential skills crucial for professional success in the field.
This nano-presentation is a powerpoint with audio.
Innovative Assessment Strategies: Fostering Student Success and Employability Skills in Economics Education
Amira Elasra, Department of Economics
Abstract
This proposal aligns with the theme of 'Addressing Current Needs and Priorities through Creative and Innovative Assessment.' Research suggests that students benefit from diverse assessment methods (Pretorius, van Mourik & Barratt, 2017). This presentation will delve into the design of varied online assessments catering to students' learning needs and meeting the skill demands of prospective graduates in the job market.
A key employer of Economics graduates, the Government Economic Service, underscores the significance of robust quantitative, communication, analytical, and writing skills (GES, 2022). Within a pivotal Economics module for final-year students, I integrate a formative 'Moodle Quiz module' as a cost-effective, reflective learning activity (Puentedura, 2014). This tool enables students to assess their comprehension and pinpoint areas for improvement (Elasra, 2021).
The second assessment form involves a 'Moodle workshop activity.' Its rationale is twofold: firstly, it serves as a reflective assessment (Healey, Flint, and Harrington, 2014), with in-person workshops and Moodle forums aiding students in engaging in a student focused learning process (Spence, 2003) and preparing for the assessment. Secondly, the Moodle forums foster an interactive learning process, promoting peer support, active learning, and constructive discussions on various perspectives (Gibbs, 2010). The peer assessment component enhances students' learning journey, fostering skills in written communication, research, self-management, and time management.
This presentation aims to share insights into the design of online assessments, striking a balance between formative and summative approaches. Attendees will gain knowledge on how such assessments contribute to the development of cognitive and employability skills crucial for success in the competitive job market.
Assessment - a personal journey
Mairi Bowman Macintyre, Tomisin Olaofe, Sherri Mortazavi, Beyza Nur Karaca, Steve Street, Warwick Manufacturing Group and Clare Green, Creative Futures
Abstract
A conversion Masters degree is an intensive taught postgraduate course that will prepare students for their chosen career and does not build on their undergraduate knowledge base. The curriculum comprises knowledge, skills and application and opportunity for creative personal specialisation; however, the focus of assessment has tended towards the knowledge base. This paper will examine how ipsative assessment (Hughes, G., 2014) was used in The Design Group project sponsored by IATL and partnering with Creative Futures, both part of the University of Warwick. Creative Futures was founded in 2019 and brings together the brightest minds from the digital and creative industries, with the next generation of students, entrepreneurs and investors from across the region and offered an ideal pasture for exploring ways of engagement, development and co-creation of value. Ipsative assessment, in this case, promoted the learning of the application of skills, professional behaviour and development of individual professional identity. The taught element of the Masters assesses the knowledge base and knowledge of skills and, to some extent, their application. The Design Group, with support from Creative Futures, enabled a truly authentic setting for students to develop in the broader areas of curriculum as they transition into post qualification practice and learning. The SOLO taxonomy (Biggs, J.B. and Collis, K.F., 2014) is a helpful framework to position this form of assessment, supporting the individual self-assessor to move towards using complex inductive reasoning strategies, synthesising information, generalising concepts, and applying them creatively.
As a form of sustainable assessment (Boud, D. and Soler, R., 2016), ipsative assessment was harnessed by a focus on lifelong learning and personal growth and development for a fulfilling career.
References:
Biggs, J.B. and Collis, K.F., 2014. Evaluating the quality of learning: The SOLO taxonomy (Structure of the Observed Learning Outcome). Academic Press.
Boud, D. and Soler, R., 2016. Sustainable assessment revisited. Assessment & Evaluation in Higher Education, 41(3), pp.400-413.
Hughes, G., 2014. Ipsative assessment: Motivation through marking progress. Springer.
Inclusive Assessment through Negotiation and Choice
Trudy Spencer, Warwick Manufacturing Group
Abstract
My recent work with degree apprentices has provided the opportunity to use negotiation and assessment choice in a bid to enhance inclusivity and the individual learning experience required by an apprenticeship programme. Student choice in assessment (or flexible assessment) is suggested as an approach to developing an inclusive curriculum (O’Neill and Padden, 2022; Morris, Milton and Goldstone, 2019) as it creates a sense of control and ownership for learners so they can influence the activities they undertake, based on their preferences and opportunities. The term authentic assessment or “tasks which students experience as meaningful and relevant in their own right” (Sambell, McDowell and Montgomery, 2013) is also increasingly discussed as an important contributing factor to effective learning and assessment.
By encouraging apprentices to identify their competence levels and work-based opportunities at the beginning of my module, we ‘negotiate’ individual learning contracts agreeing authentic work-based objectives for achievement (Stephenson and Laycock, 1993). Apprentices have choice in what they aim to achieve, based on the opportunities open to them and are given the agency to identify the best evidence of this for assessment. This ensures their learning is well contextualised and provides authentic experience for their future. There are also options to substitute written submissions with audio visual content as a means to accommodate different learning style preferences. This approach is inclusive of apprentices at all career stages and in all employment contexts, allowing progression in individualised priority areas for development.
In this presentation I would like to share my experiences of applying the concepts of negotiation, student choice and authentic assessment with colleagues in hope to inspire others to try out similar approaches (or aspects of this) in their own contexts.
References
Morris, C., Milton, E. and Goldstone, R. (2019). Case study: suggesting choice: inclusive assessment processes. Higher Education Pedagogies 4:1, 435-447.
O’Neill, G. and Padden, L. (2022) Diversifying assessment methods: Barriers, benefits and enablers, Innovations. Education and Teaching International 59:4, 398-409.
Sambell, K., McDowell, L. and Montgomery, C. (2013) Assessment for Learning in Higher Education. Routledge: Abingdon.
Stephenson, J. and Laycock, M. (1993). Using Learning Contracts in Higher Education. Kogan Page: London.