So inspired and impressed by the work that is happening in Assessment and Feedback at @universityofleeds.bsky.social. The second #LeedsAssessmentMatters conference again brought together academics, students, and professional service colleagues from all faculties, schools and units. 20+ presenters
There are four lenses to map assessment - pedagogically - with learning outcomes, assessment, learning activities and topics. The second lens is mapping accreditation requirements to the programme. Another lens is the deadlines, and finally the workload. #LeedsAssessmentMatters
Dan Trowsdale is sharing his @leedsteaching.bsky.social fellowship work which is examining programme assessment maps - are these useful for students? For module leaders? For programme leaders? What should they look like, and how can we make them as effective as possible #LeedsAssessmentMatters
Our next session is focusing on strategic change to assessment and feedback - Dave Ireland looking at assessment cultures in Arts Humanities and Culture faculty - a faculty with high degree of optionality, joint honours, and very complex programmes, using TESTA #LeedsAssessmentMatters
It’s the #LeedsAssessmentMatters conference today and we’ve got a rich programme of papers, round tables, and discussions and some great insights into how students experience assessment and feedback! Thank you to everyone who has presented and supported the conference
A change now to looking at Data Science and a module that is completely assessed by reflection -an online masters programme with a stand alone 15 credit module, from Jennifer Saxton. #LeedsAssessmentMatters
He has slashed content, with more 'choose your own adventure' style, more authentic to employment within the heritage sector, more deep reflection on material and less 'what do you know'. A reflective, empathetic approach to teaching classics #LeedsAssessmentMatters
He set a 'rough guide to (ancient) Rome' to make coursework assessment more fun, relevant and authentic #LeedsAssessmentMatters
Henry Clarke talking about how he has streamlined assessment within the School of Languages, Cultures and Society - striking the balance between content, formative and summative assessment, within Curriculum Redefined #LeedsAssessmentMatters
Now Eva Sansavior is sharing her work creating the Partnership in Assessment and Feedback network that she is creating - with both student and staff advisory boards, events with expert guest speakers, to build staff and student assessment literacies #LeedsAssessmentMatters
Gavin Day reports changes in the assessment of first year maths to engineering students. There are challenges around maths anxiety, students not perceiving the relevance, and limited opportunities for feedback. They have used Mobius to implement continuous assessment #LeedsAssessmentMatters
Barbara Kempf is sharing her @leedsteaching.bsky.social project looking at groupwork in assessment. Students find groupwork difficult, but rewarding when done well. Challenges include working in diverse teams, conflict, lack of engagement, dominating team members. #LeedsAssessmentMatters
Jenny Brady is sharing our work with a student research experience placement student, Lucy MacDonald, about peer assessment, delving into the role of epistemic injustice. Disabled students were worried about being judged by those who don't understand their reality #LeedsAssessmentMatters
Formative feedback is vital for authentic assessments, to scaffold students summative assessments, and this mirrors professional practice. (and yet, there is resistance to assessment that is zero weighted...) #LeedsAssessmentMatters
Mohsen Besharat & Manoj Ravi look at what students are doing *after* the authentic assessment task is set - are they doing authentic behaviours to deliver their assessment? We need to balance detail of assessment briefs with providing freedom for creative expression #LeedsAssessmentMatters
Snap presentations - so only 5 mins! the next is Laura Dyer asking the question about using listening rooms as an assessment method. Vital that we ensure this is done with an inclusive lense #LeedsAssessmentMatters
Following lunch, we had a good discussion about effective (and affective) feedback. Now, using feedback fruits in the faculty of arts, humanities and cultures, to support authentic assessment in a variety of formats #LeedsAssessmentMatters
In giving student feedback, don't say 'be more critical' - give examples of what that might look like in this context #LeedsAssessmentMatters
There's lots of support in the University, but some of it is #HiddenCurriculum. And what does it mean to 'be more critical'? What is Critical Thinking! #LeedsAssessmentMatters
International students can come from different educational backgrounds, where rote learning might be rewarded. Limited formative assessment doesn't effectively scaffold assessment literacy for these students #LeedsAssessmentMatters
"We don't understand what is to be done with feedback". When feedback is separated from learning, is it feedback at all? Feedback opportunities need to be scaffolded, and designed #LeedsAssessmentMatters
"Feedback should be a process... its hard to incorporate feedback that we get at the end of term" As ever, our students say it best #LeedsAssessmentMatters
Now we welcome Dr Eva Sansavior is leading a student panel, from our Partnership in Assessment and Feedback project. Both student and staff assessment literacies need supporting #LeedsAssessmentMatters
At the #LeedsAssessmentMatters conference today! We've heard from some brilliant practitioners so far about their experiences of artificial intelligence in assessment, improving the assessment experience for students with dyslexia or ASD, and consulting with students on assessment design
In response, they allowed students to use AI, but also introduced more scaffolding and an oral element of the assessment. #LeedsAssessmentMatters
Now Rachel Robinson and Nancy Woods sharing their work on AI for the international foundation year students. These international students complete a 40 credit module on study skills, and had clearly started using AI in their word, as the errors they were making changed #LeedsAssessmentMatters
What can the university do to support students? Extra time is something, but only accessible for students with a formal diagnosis (in Leeds we have a more flexible apporach, but students might not be aware). And clarity of assessment questions and feedback is vital #LeedsAssessmentMatters
Students use a number of strategies, including flashcards and GenAI. But they're worried about what they're allowed to do, and when they find AI output mismatches what they think, they're unsure and it undermines their confidences #LeedsAssessmentMatters
We need to think about what we're assessment and why - Competence Standards are again key here! #LeedsAssessmentMatters
Now my colleague from Psychology Christina Sotiropoulou Drosopoulou, who is talking about students with Dyslexia and ASD, and how this impacts their assessment experience. Dyslexic students struggle with scenario exams (with long text) and time limited exams. #LeedsAssessmentMatters
