Authors
Arianna Ranieri
Edinburgh Napier University
TAPPS Project Manager
Sharing event at Walter Bower House, University of St Andrews
We were thrilled to welcome partners and colleagues across the sector to discuss innovative and inclusive practices and case studies. Our keynote speaker was Dr Miri Firth, presenting on Flexible Assessment through Optionality. This was an engaging and inspiring address.
Dr Firth's address highlighted numerous modes of assessment, with continued self-reflection opportunities for attendees on assessment experiences. She emphasizes that optionality allows for modes of assessment, as do deadlines. Essentially, it offers flexibility for when students can submit their work, from the opening of submission platforms, to the last minute. This yielded positive results, with students remarking that through this method, they have autonomy in their assessment choice and meeting the deadline can be motivating.
Dr Firth’s remarks also highlighted some eye-opening statistics. Over 50% of students have mental health issues/concerns; 25% have some form of disability (this does not include those who have not disclosed or know). Thus, learner journeys are diverse, they are not linear, and students are also increasingly time-poor.
Shifts happening in assessment include:
- Traditional to emerging;
- Single format to multiple format;
- Compliance to learning;
- Standardisation to equity;
- Knowledge recall to capability.
In 2021, Dr Firth and fellow researchers from University College London, Imperial College London, the University of York, and the University of Manchester launched a project on student choice in assessment. This was funded through QAA, had additional support from AdvanceHE, and involved over fifty institutions from across the tertiary sector. This research looked more into principles in optionality in assessment and resulted in a Framework for Flexible Assessment.
Dr Firth provided a link to the Framework for Flexible Assessment Padlet, which includes template for case studies.
Dr Firth also emphasised that employability is changing faster than ever before and that assessment modes need to reflect new employability criteria. Giving students greater choice in the format and focus of their assessments allows them to 'own' their professional, as well as their academic, development, and Dr Firth suggested three principles to guide what assessment choices are available:
- Choice must have a purpose. Offer a meaningful, appropriate choice that reflects learning outcomes and requirements.
- Have explicit clarity of standards. Expectations must remain clear, consistent and transparent.
- Equity to uniformity. Fairness in assessment does not mean treating every student the same: it means ensuring every student has a fair opportunity to succeed. Remove unnecessary barriers; design choice for the students you have, not students you had.
Discussion following Dr Firth's keynote covered topics including generative AI (institutional policy needs to be appropriate to the institution; there should be transparency with students about policy and expected practice; students should be encouraged to use the technology in reflective ways); the extent to which module choice can be determined by assessment, particularly high-stakes assessment; links between assessment choice models and Universal Design for Learning (UDL); the possible tension inherent in offering greater flexibility of assessment while institutions have declining resources; and how to introduce optionality where there is a requirement for a particular format of assessment such as a national exam.
Afternoon sessions
In the afternoon, colleagues from across the sector shared case studies followed by discussion.
‘What matters about what they think?': Enacting learning objectives: agency from the beginning entry to the module; assessments: diversity and interconnection through the ‘Critique and Find' assessment
Faye Donnelly, University of St Andrews
The 'Critique and Find' format invites students to critique existing material, find alternative material, invite new ways of writing, and cultivate their voice. It is intended to foster critical thinking and skill-building with agency at the forefront. Once students have produced their critique of around 1000 words, they write a 2000 word reflection on this critique including their original thoughts about the topic, any 'aha!' moments, and future questions.
Accessing alternative assessment methods for presentations: a case study, Practical/Physical Process; The Emotional Process of accessing alternatives and how does this intersect with a student's sense of belonging
Josh Rooke (student), University of St Andrews (Disabled Students Network)
Presentations can be a key area of difficulty for neurodivergent students. Potential challenges include a lack of clarity around expectations, differences in communication styles, and physical difficulty. This means it is crucial to offer alternative assessment methods and, in order to ensure access and avoid stigma or 'othering,' all students need to be aware of these alternatives.
Lecturers can sometimes assume that students will self-advocate (which can create an emotional barrier), or that disability services will advocate for the student (which they do not in all cases). Including information about alternative assessments in course materials makes accessing them more normative and less ostracising. Institutions are invited to reflect on whether any alternatives to a presentation could be used, how they are advertised, and whether this implies that opting for an alternative is not 'normative'.
In discussion, colleagues also emphasised the need to ensure that neurodivergent students were not assessed against neurotypical expectations (eye contact, speaking volume, etc.).
Making epistemology engaging: use of photovoice in in teaching and research methods
Carol Jasper, University of Stirling
Qualitative researchers need to be clear about how they understand knowledge. This requires a grasp of complex ideas and challenging, academic language. How do we assess students' understanding of epistemology in a way that is accessible and inclusive, fostering a sense of belonging and confidence in language, for a cohort of students with diverse backgrounds and needs?
Photovoice is one option: students are invited to submit five captioned photographs along with 200 words of commentary and three academic references. This format reduces language barriers and facilitates authentic engagement, allowing students to communicate their knowledge and lived experience.
It is a more equitable form of assessment that has resulted in greater cultural expression, more students recommending the module, and a reduction in academic misconduct cases to zero.
Enabling student agency in assessment
Nick Brooke, University of St Andrews, School of International Relations
In the context of a module on political violence in culture, the assessment strategy aims to create agency for students while ensuring that expectations are clear. Working from a common prompt, students produce an Assessment Portfolio of three short critical reviews expanding on tutorial discussion questions.
The Independent Research Project is a 4000 word written piece but within those parameters, students have flexibility of format, agreeing in advance a bespoke cover sheet with marking criteria that are appropriate to the format. This ensures collaborative support so that students can form their projects for success.
Examples have included: a packet of teaching tools; a script for an episode; a magazine piece about a television show; and an art gallery with detailed captions for each photo. Students have responded very positively to this assessment strategy, and invested significant time and passion into their projects.
QMU Learning Teaching and Assessment Strategy
Vicki Hill, Director of LEAD (Learning Enhancement and Academic Development), Queen Margaret University
Returning to the topic of supporting neurodivergent students - the numbers of whom are unknown - QMU's position is that diverse learning environments are key to ensuring equity. The institution has developed a toolkit to support neurodiversity-affirming teaching practice which covers topics such as time perception, focusing and planning, understanding expectations, communication and being with others, groupwork, and assessment.
Staff are encouraged to engage with this, and students have found the process of co-creating the materials helpful for their self-advocacy. Student voices can be a powerful force for change.