Summary


The Student Devised Assessment (SDA) offers students a personalised chance to display their critical engagement with the themes and theories of modules and to take a considered approach as to how they might practically apply what they have learned in a medium of their choosing.

This introduces a great degree of flexibility, allowing students to be more in control of their assessment (linked to experiences of positive wellbeing in the T&L, Houghton and Anderson, 2017) and ‘owners’ of their learning journey. Being devised by the student, the SDA is an inclusive form of assessment as students are able to select their preferred way to communicate. This results in enhanced confidence and active engagement, both predictors of positive wellbeing.


Theory


The main purpose of this pedagogy is to ensure that the assessment is student-centred in its form and structure as it removes barriers to inclusivity (Thomas and May, 2010; Morgan and Houghton, 2011) and flexibility.

In fact, the SDA’s form is down to the student. They consider what issues and theories they want to address in relation to the module and then pick whatever form they feel best expresses them. They start by thinking of the key question they would like to investigate or explore in their SDA and then they choose how to develop their research and the medium with which they would like to communicate their findings.

The SDA can take any form they wish (a story, workshop, presentation, blog, comic, painting, video, essay, dance, website, poem, song, learning resource, collage, diary...anything!) and it displays their personal experiences of and thoughts about the module’s topics, questions and stimuli in the best way possible. They have to clearly demonstrate and critically engage with theory and give an explanation of their choice of medium. To help with this, they write an accompanying explanation or record an accompanying presentation to their piece together with a detailed bibliography.

Students are ultimately in control of the assessment. A greater sense of confidence and fulfilment (positive predictors of wellbeing) is linked to this assessment, entirely centred on students’ needs and abilities.

Firstly, students can start planning and executing their piece when it is more suitable for them. In addition to it, whatever it is the student’s preferred way of learning and communicating or the technique they would like to develop (e.g. video, podcasts, etc.), they are able to utilise it within their assessment as they have the freedom of choosing the medium of delivery. This, for example, removes barriers for students who learn and prefer to communicate in visual or kinaesthetic ways and enables them to express themselves in the best possible way. Again, students can also shape their assessment in a way that can suit their future aspirations as they can create a piece which can be included in their portfolio and that shows certain talents and abilities or as they develop a certain technique/content. Secondly, the choice of content and form fosters a greater students’ engagement which has demonstrated being linked to higher level of attainment and wellbeing (Stanton et alt, 2016).


Measurable Benefits


  • Flexibility
  • Inclusivity
  • Enhanced students’ confidence
  • Enhanced students’ engagement

How it Works


  1. Create a clear assessment rubric enriched by detailed marking criteria – this form of assessment is quite different from what students are used to and they need to have crystal clear information.
  2. Discuss with students the assessment in week 1, highlighting the opportunities linked to such assessment (e.g. creation of piece that could be included in personal portfolio, flexibility, etc.).
  3. Make sure you provide students with adequate support throughout the module’s delivery, offering to discuss their choice of SDA (content and form) with yourself and peers. For example, the sharing with peers of their SDA’s ideas in the form of a mind mapping document or of a SDA’s first draft could be a formative assessment during the module and the opportunity for them to receive peer-feedback. They could then share the draft with you so that they can be reassured on the ideas they are developing.
  4. Offer students the opportunity to look the work of previous students during the module.
  5. Let them create their piece!

Practical Example


You can find several examples of this pedagogy in practice exploring the works of my ‘Genetics: Science and Society’ students.

Link to students’ works:
https://warwick.ac.uk/fac/cross_fac/iatl/study/ugmodules/genetics/exhibition-2018/

More students’ works:
https://warwick.ac.uk/fac/cross_fac/iatl/study/ugmodules/genetics/exhibition-2017/


Individual Perspective


This pedagogy is incredibly useful in helping students to discover their talents and in fostering a sense of control over assessment. Often they comment in their pieces on the pleasure of pursuing their ideas and the opportunity to share them, they feel valued and noticed (predictors of positive wellbeing in the T&L; Swaner 2007). It is also an incredibly rewarding form of assessment for the teacher who can get to know the student more in-depth, supporting them in their work.


Additional Resources


  • Houghton, A. and Anderson, J., (2017). Embedding mental wellbeing in the curriculum: maximising success in higher education. York, UK: Higher Education Academy.
  • Morgan H., Houghton A., (2011). Inclusive curriculum design in higher education. Considerations for effective practice across and within subject areas. York, UK: Higher Education Academy.
  • Thomas, L., & May, H. (2010). Inclusive learning and teaching in higher education. York: Higher Education Academy
  • Stanton, A., Zandvliet, D., Dhaliwal, R. Black, T., (2016). Understanding students’ experiences of wellbeing in learning environments. Higher Education Studies, 6 (3), 90-99.
  • Swaner L.E., (2007). Linking Engaged Learning, and Wellbeing, and Civic. A Review of the Literature Liberal Education, Winter, pp. 16-25.

Supporting Example: Dr Helen Toner

Summary


End of term assessment title is devised by students – Module is ‘Legal issues of Brexit’ and students seek out and write up a particular issue of their choice


How it Works


  • General guidance to students on what might make a successful topic.
  • Suggestions in an extended list of topics/reading.
  • Individual consultations/ono-on one sessions.
  • Formative feedback on student presentations in ‘work in progress’ seminars to develop presentation skills and share learning with the entire seminar group.

Individual Perspective


I have found the range of responses interesting and stimulating. Students appreciate the ability to choose something of their own particular interest, but it is important to encourage them not just to stick to seminar/lectures topics but look more widely, and to support with class and individual opportunities for discussion about how to construct a successful essay title.


Supporting Example: Dr Peter Dwyer

Summary Video


This video is part of a recorded interview between Dr Peter Dwyer, the pedagogy leader, and Zoe Nobileau, one of the project officers. This conversation contains the a full description of the pedagogy, its objectives and the potential benefits.