Abstract
In spite of the rising tide of metrics in UK higher education, there has been
scant attention paid to assessment loads, when evidence demonstrates that
heavy demands lead to surface learning. Our study seeks to redress the
situation by defining assessment loads and comparing them across research
and teaching intensive universities. We clarify the concept of ‘assessment
load’ in response to findings about high volumes of summative assessment
on modular degrees. We define assessment load across whole undergraduate
degrees, according to four measures: the volume of summative assessment;
volume of formative assessment; proportion of examinations to coursework;
number of different varieties of assessment. All four factors contribute to
the weight of an assessment load, and influence students’ approaches
to learning. Our research compares programme assessment data from
73 programmes in 14 UK universities, across two institutional categories.
Research-intensives have higher summative assessment loads and a greater
proportion of examinations; teaching-intensives have higher varieties of
assessment. Formative assessment does not differ significantly across both
university groups. These findings pose particular challenges for students in
different parts of the sector. Our study questions the wisdom that ‘more’ is
always better, proposing that lighter assessment loads may make room for
‘slow’ and deep learning.
| Original language | English |
|---|---|
| Journal | Assessment and Evaluation in Higher Education |
| Publication status | E-pub ahead of print - 18 Apr 2018 |
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Struggling and juggling: a comparative analysis of assessment loads across different universities. / Jessop, Tansy.
In: Assessment and Evaluation in Higher Education, 18.04.2018.Research output: Contribution to journal › Article
TY - JOUR
T1 - Struggling and juggling: a comparative analysis of assessment loads across different universities
AU - Jessop, Tansy
PY - 2018/4/18
Y1 - 2018/4/18
N2 - ABSTRACTIn spite of the rising tide of metrics in UK higher education, there has beenscant attention paid to assessment loads, when evidence demonstrates thatheavy demands lead to surface learning. Our study seeks to redress thesituation by defining assessment loads and comparing them across researchand teaching intensive universities. We clarify the concept of ‘assessmentload’ in response to findings about high volumes of summative assessmenton modular degrees. We define assessment load across whole undergraduatedegrees, according to four measures: the volume of summative assessment;volume of formative assessment; proportion of examinations to coursework;number of different varieties of assessment. All four factors contribute tothe weight of an assessment load, and influence students’ approachesto learning. Our research compares programme assessment data from73 programmes in 14 UK universities, across two institutional categories.Research-intensives have higher summative assessment loads and a greaterproportion of examinations; teaching-intensives have higher varieties ofassessment. Formative assessment does not differ significantly across bothuniversity groups. These findings pose particular challenges for students indifferent parts of the sector. Our study questions the wisdom that ‘more’ isalways better, proposing that lighter assessment loads may make room for‘slow’ and deep learning.
AB - ABSTRACTIn spite of the rising tide of metrics in UK higher education, there has beenscant attention paid to assessment loads, when evidence demonstrates thatheavy demands lead to surface learning. Our study seeks to redress thesituation by defining assessment loads and comparing them across researchand teaching intensive universities. We clarify the concept of ‘assessmentload’ in response to findings about high volumes of summative assessmenton modular degrees. We define assessment load across whole undergraduatedegrees, according to four measures: the volume of summative assessment;volume of formative assessment; proportion of examinations to coursework;number of different varieties of assessment. All four factors contribute tothe weight of an assessment load, and influence students’ approachesto learning. Our research compares programme assessment data from73 programmes in 14 UK universities, across two institutional categories.Research-intensives have higher summative assessment loads and a greaterproportion of examinations; teaching-intensives have higher varieties ofassessment. Formative assessment does not differ significantly across bothuniversity groups. These findings pose particular challenges for students indifferent parts of the sector. Our study questions the wisdom that ‘more’ isalways better, proposing that lighter assessment loads may make room for‘slow’ and deep learning.
M3 - Article
JO - Assessment and Evaluation in Higher Education
JF - Assessment and Evaluation in Higher Education
SN - 0260-2938
ER -