If there’s one thing that is clear from our EMA landscape review it is that we are facing an awful lot of challenges. It is reassuring to have some clarity about what the issues are and to find that the same issues crop up right across the sector but we need more than that if […]
Author: Gill Ferrell
The landscape report summing up the first stages of this EMA project is now available on the Jisc website: http://repository.jisc.ac.uk/5599/ The next phase of the project will build on the initial findings of the study to refine and prioritise the challenges identified in the report and, in collaboration with the HE community and assessment system […]
Background and context Bedford College is a general FE College with a turnover in the region of £35 million per year it is around the 50th largest college in the UK with c.5,000 full-time and c.10,000 part-time students. It has three main campuses: Bedford town centre – general FE and vocational education, a sixth form […]
Background and context From 2010 to 2011 Keele University was supported by the Jisc Building Capacity programme to undertake project STAF: technology supporting assessment and feedback. The University does not specifically use the term EMA but there was a general feeling that they were not making effective use of technology to support assessment and feedback […]
Background and context Manchester Metropolitan University (MMU) is the largest campus-based undergraduate university in the UK with a total student population of more than 37,000. The university offers over 1,000 courses and qualifications, the majority of which have a strong professional bias. In 2010 MMU set up the EQAL Programme: ‘Enhancing Quality and Assessment for […]
The input from the community engaging with this blog has been incredibly valuable so far – so much so that we have decided to crowd source some sections of the report. The 8 blog posts that follow (posted in reverse order so that you can now scroll down from 1-8) are draft sections of the […]
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1. Specifying
Specifying details of a significant course or programme of study (and consequently specifying the assessment strategy within it) is done infrequently. For new courses there may be a considerable time lag (of 1-2 years) between course validation and initial delivery. Often this means that the course is delivered by new staff who have little ownership […]
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2. Setting
Whilst the overall assessment strategy and approach is specified very early in the life-cycle, there is a process of setting assignment details that needs to occur for each instance of delivery. At this point students are given details, that may take the form of an assignment brief, about precise topics, deadlines, learning outcomes assessed, marking […]
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3. Supporting
This component of the life-cycle looks specifically at supporting students in the period between setting and submission of assignments (i.e. while they are in the process of completing an assignment) and is thus separate from the more general support that is needed for the business processes and technologies throughout the life-cycle (although it does have […]
Throughout the life of the Assessment & Feedback programme the JISC support & synthesis team will be looking at baseline summaries, interim reports, blogs, websites and a host of other outputs from the projects and summarising them for the wider sector. As a starting point for this synthesis activity we have developed an outline ‘framework’ […]