3.1 Teaching, Learning, Assesment: Understanding of processes

The BALTR pathway uses levelled assessment criteria in the form of a rubric that is based on ARU generic criteria. The rubric describes what would be expected of students achieving different levels against the assessment criteria (appendix 5 ultraversity validation). These generic criteria are then selected for appropriateness at module level and further developed to emphasise particular requirements of modules and guide students to develop particular aspects that they are required to learn.

The assessment regime we use for the BALTR supports the aim to widen access to HE. Part of this approach is to use alternative approaches to the essay and examination, as some of the students have had negative experiences of these in previous periods of education. Students are encouraged to express themselves through multimodality using an e-portfolio approach making use of rich media and technology such as video, audio, websites and weblogs.

The thinking behind this approach is in part informed by Winter’s “Patchwork Text” model, with its emphasis on a reflexive approach and the use of creative imagination, peer review and discussion, “It’s time we found an alternative to the student essay. For tutors across the country, it’s marking time again and, reading essays, we realise that many of our students have yet again taken refuge in ’surface learning” (Winter, 2003).

Students assemble pieces of work for their assessment e-portfolio with a ‘retrospective commentary’, which ’stitches’ them together linking ideas and forming conclusions. This concluding activity should provide and an honest view of the learning journey including learning from failures, celebration of success and identifying new questions for future inquiries.

One of my key roles is to model the giving of ‘critical feedback’ in the online communities so that learners become more adept at peer reviewing each other work. In pursuing this approach, it is also important to ensure that assessment criteria credit the approach I have designed in the summative assessment.

As the degree is wholly online with no face-to-face, the majority of individual feedback is given in writing. This requires it to be very thorough in nature, addressing each intended learning outcome (ILO) identified by the module definition form of a module using the assessment criteria identified for each ILO. This is given via a cover sheet that is split into three sections. Things students have done well, things students should consider, and targets for improvement. Each learner is encouraged to seek clarification on the cover sheet, but it is made clear that this is not negotiation about the assessment decision. It is an opportunity for them to better understand what and why they have done things well and things they need to focus on to improve in the future.

Secondly, at the end of modules that I lead, I write an ‘examiners report’ that seeks to highlight generic issues from across the module, including those identified by colleagues. This report is made available for the students and colleagues to discuss in the online communities to encourage them to explore with fellow students and facilitators the assessment process more widely.

Occasionally, individual students may request a phone conversation that I undertake only after we have tried to address issues, ideally through discussions in the online communities or if of a personal nature via the use of email. This is an important point that has implications for all online teachers; a model of 1:1 communications is not sustainable in terms of workload and those who work as lecturers/facilitators online must strive to use the power of many to many community discussions where possible.

Thirdly, phone conferences or synchronous online conversations enable us to look back over a previous module and forward to the module currently under study. This is driven by student requests and is and optional activity.