Abstract
This chapter argues that the most effective strategy for enhancing the student learning experience and achieve substantial learning gain, alongside other benefits, is to focus upon programme-level rather than module level assessment, i.e. programme-focused assessment (PFA). After identifying significant issues currently affecting assessment in Higher Education (HE), it sets out the main principles of PFA, based on the PASS project, and discussing significant, related perspectives, such as work on the ‘assessment environment’ which emerged from the TESTA project. It then suggests a number of different approaches which have been adopted, identifying their impact, and discussing major implications for any programme or institution considering possible implementation.
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Notes
- 1.
Our definition of programme-focussed assessment (PFA) is drawn from our work on the PASS project, at Bradford University: See further http://www.bradford.ac.uk/pass/ (date accessed 18.7.19).
- 2.
See further https://www.testa.ac.uk/ (date accessed 18.7.19). The TESTA project was funded by the UK’s Higher Education Academy (HEA) as a National Teaching Fellowship Group Project in parallel with the PASS (Programme Assessment Strategies) project (https://www.bradford.ac.uk/pass/ accessed 18.7.19).
- 3.
For a useful review of outcomes from the UK’s Learning Gain projects see further: https://wonkhe.com/blogs/something-ventured-something-gained (date accessed 31.01.18). The evaluation report on the learning gain projects has now been published by OfS: https://www.officeforstudents.org.uk/publications/lg-pilot-projects-evaluation/ (date accessed 18.7.19).
- 4.
See further http://www.hefce.ac.uk/lt/nss/ (date accessed 18.7.19).
- 5.
See further https://www.officeforstudents.org.uk/advice-and-guidance/student-information-and-data/national-student-survey-nss/ (date accessed 18.7.19).
- 6.
There have been media reports on apparent ‘grade inflation’ issue every year, for at least the past 5 years. These reports can be found in all sectors of the UK press (and the negative language of ‘falling standards’ is often very similar) as the following tabloid and broadsheet headlines illustrate: http://www.dailymail.co.uk/news/article-2456254/Dozens-British-degree-courses-single-student-getting-grades.html; http://www.telegraph.co.uk/education/2017/01/12/one-four-students-now-obtain-first-class-degrees-employers-voice/ (date accessed 18.7.19).
- 7.
On the UKPSF see https://www.heacademy.ac.uk/ukpsf (date accessed 18.7.19).
- 8.
See further https://www.seda.ac.uk/pdf (date accessed 18.7.19).
- 9.
For a useful short article on some of the recent changes and issues, see: https://www.universitiesuk.ac.uk/blog/Pages/Managing-grade-inflation-and-demonstrating-student-improvement.aspx (date accessed 31.10.18); The Office for Students (OfS) is also developing its own responses: https://www.officeforstudents.org.uk/news-blog-and-events/press-and-media/ofs-response-to-reform-grade-inflation-report/ (date accessed 31.10.18).
- 10.
An online copy of this report is available at http://files.eric.ed.gov/fulltext/ED394412.pdf (date accessed 18.7.19).
- 11.
http://www.bradford.ac.uk/pass/ (date accessed 30.11.18).
- 12.
See further https://www.uts.edu.au/research-and-teaching/learning-and-teaching/assessment-futures/overview (date accessed 18.7.19).
- 13.
See https://www.heacademy.ac.uk/system/files/a_marked_improvement.pdf (accessed 18.7.19).
- 14.
- 15.
Both are now sadly defunct: ASKe (Assessment Standards Knowledge Exchange, at Oxford Brookes University) and AfL (Assessment for Learning, based at Northumbria University).
- 16.
www.pass.brad.ac.uk/position-paper.pdf (accessed 18.7.19).
- 17.
The TESTA website offers a range of resources, including Case Studies and Best Practice Guides, Introduction to main ideas, and methodology. See further: https://www.testa.ac.uk/ (date accessed 18.7.19).
- 18.
https://www.brad.ac.uk/media-v8/site/pass/documents/wp4medschoolcasestudy.pdf (accessed 01.11.18).
- 19.
https://www.heacademy.ac.uk/individuals/national-teaching-fellowship-scheme/CATE (accessed 10.11.18).
- 20.
See further their Guide to Integrated Programme Assessment, available https://www.brunel.ac.uk/about/awards/integrated-programme-assessment/documents/pdf/IPA-Practical-Guide-0918.pdf (accessed 18.7.19).
- 21.
See information from University of Sheffield at https://www.sheffield.ac.uk/apse/conference/archive/2018/intro (accessed 18.7.19).
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Whitfield, R., Hartley, P. (2019). Assessment Strategy: Enhancement of Student Learning Through a Programme Focus. In: Diver, A. (eds) Employability via Higher Education: Sustainability as Scholarship. Springer, Cham. https://doi.org/10.1007/978-3-030-26342-3_16
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