Post on 29-Mar-2015
Monday, April 10, 2023 1ABS Confence
Beginning to Transform Assessment and Feedback for Institutional Change at MMU
Rod Cullen and Rachel Forsyth, Manchester Metropolitan University
MMU: the context
• 36,000 students• 2700 on Combined Honours• 600,000 submissions annually• Big peaks for submission dates • 5% submitted online• 93 different assignment types
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MMU: we need data which…• Institutionally consistent• Is accessible and helpful to
personal tutors; • Shows alignment with QAA
recommendations;• Can produce a Higher Education
Achievement Report (HEAR);• Identifies areas for institutional
development
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• EQAL Initiative• JISC-supported
SRC & TRAFFIC projects
TRAFFIC project baseline report• Detailed picture of
assessment and feedback– Interviews and focus groups– Document reviews– Data reviews
• Tool for engaging colleagues– Does it seem valid?– Personal priorities? – How could you get involved?
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Generic Assessment Process
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1. Specification 2. Setting 3. Supporting 4. Submitting
8. Ongoing student
reflection on feedback/
grades
7. Returning Grades and Feedback
6. Recording Grades
5. Marking and Production of
feedback
CentralisedCMS
•LOs•Descriptions•Deadlines
Multiple methods,
some central CMS
data
Wide diversity in approaches
Linked to 1. & 2. but
also to 5.
Personal preference
and process
Centralised SRS
Neglected
7a. Returning Grades
7b. Returning Feedback
Huge variety in methods
SRS <> VLE
Next step for TRAFFIC
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Grademark
Moodle Coursework Management Module
Medium term priorities
• Address inconsistencies around assessment
• Provide tools to review clustering of assignment deadlines
• Make administration of assignments more student-focused
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Things we’ve learned about assessment:
Methods of assessment 2011/12 (level 4)
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• Better data enables targeted support
Things we’ve learned about assessments:
Assignment Deadlines
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0.0
0.5
1.0
1.5
2.0
2.5
3.0
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
20000
1 2 3 4 5 6 7 8 9 101112131415161718192021222324252627282930313233343536373839404142434445464748495051
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Week number (Year starts in August: December is weeks 18-21 and April is weeks 34-37)
Rough comparison of submission numbers10/11 and 11/12
Total submissions 10/11
Total submissions 11/12
Average submissions 10/11Average submissions 11/12
Note: due to changes in data capture methods this is not an exact like-for-like comparison but is included to show patterns across the year.
• Easter and Christmas clusters for submissions
Submitting
• Only 5% online submission
• Onus on academics to manage process
• Inconsistent interpretation of online submission process
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Returning grades
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Marks to be
presented to
exam boards
Marks to be
presented to
exam boards
Marks generated by Moodle assessment
Marks generated by Moodle assessment
NB: SRS = definitive source of summative
Assessment Elements &
Marks for exam boards
NB: SRS = definitive source of summative
Assessment Elements &
Marks for exam boards
MoodleSRS
Formal Marks
Formal Marks Link to page
explaining
status of marks
Link to page
explaining
status of marks
Mark to be presented to exam board
Mark to be presented to exam board
Non-submission
recorded for
exam board
Non-submission
recorded for
exam board
• Marking and moderation processes placed under the microscope!
• Visibility of marks driving changes to the process
Returning Feedback
• Perceived as the end of the process by tutors
• Students lack understanding of how to utilise as “feed forward”
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JISC-supported TRAFFIC project aims to…• improve assessment and feedback practice across the
institution• provide business intelligence about assessment and
feedback • select and pilot technologies to support consistent
management of assessment and feedback for all students• enhance student success and satisfaction• provide rich case study material and reusable resources
for other institutions
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