Managing assessment and reducing workloads
- 1. Managing assessment and reducing workloads The big picture and some simple strategies
- 2. What do we know? 1. Increased class sizes and decreased staffing means higher marking loads for staff. 2. MOST surveys frequently indicate high levels of student dissatisfaction with assessment. 3. Semesterisation and modularisation can result in more summative assessments. 4. The changing student population has put pressure on retention and assessment. 5. There is a dichotomy between university assessments and workplace relevance. 6. Academic integrity issues are an increasing challenge.
- 3. “…the integrity of academic standards is at risk as web technologies may facilitate plagiarism, retention imperatives have the potential to impinge on academic decision-making, costly fees raise student expectations, an expanding offering of measures seeking to apply reasonable adjustments, and a growing and diversified set of institutions makes comparability of standards increasingly difficult.” (Ball et al., 2013, p.7)
- 6. The status quo no longer works.
- 7. Changing the big picture approach to assessment can: - decrease lecturer workload - improve potential for student learning - increase student satisfaction - improve value for money - better assess the outcomes of C21 education - provide a dependable and fairer representation of student achievement - enhance confidence in academic standards. (Ball et al., 2013)
- 8. HOW?
- 9. Before you start… • Leadership • Students • Workload management • Staff development • Regulations, policies and support • Technology
- 10. Strategies • Reduce assessment load • Provide model answers • Use marking guides • Streamline feedback • Assess several outcomes within one task • Choose sources, methods instruments and technologies that are less time intensive. http://www.uts.edu.au/research-and-teaching/teaching-and-learning/assessment/streamlining-marking
- 13. Learning outcomes Students who successfully complete this paper should be able to: 1. Theories to explain the ageing process. 2. Nutritional requirements of adults and the elderly. 3. Assess the nutritional status of adults and the elderly. 4. Nutrition and the aetiology of cardiovascular disease, diabetes mellitus and cancer. 5. Nutrition and the aetiology of obesity. 6. Food and nutrition issues for the elderly, including maintenance of optimum musculoskeletal mass, and the impact of changes in their physical and mental state, as well as socio-economic status changes.
- 15. Your solutions
- 16. Within Stream • PDF annotation tool • Rubrics • Workshop tool (peer assessment) Other • iAnnotate • Peerwise • University resources: o Learning consultants o Pre-reading Service
- 17. References Ball, S., Bew, C., Bloxham, S., Brown, S., Kleiman, P., May, H....Waterfield, J.(2013). A marked improvement. Retrieved from http://www.heacademy.ac.uk/assets/documents/assessment/A_Marked_ Improvement.pdf Fielding, A. (2008). Student assessment workloads: A review. Learning and Teaching in Action 7(3). Retrieved from http://www.celt.mmu.ac.uk/ltia/issue17/fielding.php Streamlining marking: The seven habits of highly efficient markers. Retrieved from http://www.uts.edu.au/research-and-teaching/teaching-and-learning/ assessment/streamlining-marking