Why Flexible Assessment?

Assessment has a major impact on students and their learning whatever the delivery model (face-to-face, online, blended). Developing and deploying flexible and innovative assessment supports the need to be responsive to the requirements of a hybrid model of learning and teaching and the possibility of a combination of on-campus and online delivery from September 2020.

Prioritising flexible assessment arrangements in a hybrid model means shifting our focus beyond determining viable ‘alternative’ assessment arrangements in the short-term, on to more sustainable approaches and designs that are sensitive to the needs and circumstances of students, giving them more control and ownership over assessment processes – with no learning deficit.

Flexibility in assessment is about responding to students’ individual learning needs as well as needs of the curriculum. The key is making assessment relevant to the learner. The proliferation of learning technologies and tools coupled with increasing diversification of learner profiles and pathways through our courses provides the context for developing flexible assessment. Here technology is a key enabler for a personalised and active blended learning experience.

At the level of the curriculum, the most effective strategies for achieving such flexible assessment arrangements will utilise a variety of accessible and inclusive approaches and tools, employing a carefully designed and balanced range of authentic assessment tasks that enable all students to demonstrate what they know, understand and can do.

For such strategies to be successful there is need to create environments wherein assessment, learning and teaching are not artificially separated, but where assessment and feedback are fully and seamlessly integrated into an holistic, course-focused, view of the learning process. Crucially, such a view helps to frame curriculum and assessment design to fully consider the learning journey and experience of each student and to critically evaluate what needs to be assessed and how within a hybrid model.

There are multiple ways to be flexible with assessments while still challenging students, maintaining rigour, and continuing to provide the required structure and support. Three fundamental principles for thinking proactively about flexible assessment arrangements at course and module level are set out below. Each principle is presented alongside a range of key considerations for practice.

 

Flexible Assessment is Inclusive

Assessment processes need to provide an accessible, equitable and relevant learning experience for all students across a course of study.

Designing flexible assessment means keeping in mind individual differences between students for the purpose of accessibility, employing different combinations of assessment methods and support to meet the diversity of learning needs for different groups of students.

Key Considerations (Expand All/Collapse All)

Personalise Student Learning
Diversify Your Approaches
Allow Learner Choice
Support Learner Agency
Be Practical and Realistic
Keep Things Accessible

 

Flexible Assessment is Learning-Focused

Learning, teaching, and assessment activities need to be aligned at course level to ensure assessment processes and tasks are authentic, designed to achieve key outcomes, and direct students towards appropriate learning.

Assessment is ‘learning-focused’ when it is designed to actively involve students in assessment processes in ways which develop their ability to self-monitor, regulate their own learning behaviour, and when feedback is appropriately future facing and can be acted upon in timely and meaningful ways.

Key Considerations (Expand All/Collapse All)

Take a Course-wide View
Bias Authentic Tasks
Prioritise Formative Opportunities
Focus on Improvement
Put Feedback to Work
Make Space for Meaningful Dialogue

 

Flexible Assessment is Transparent and Shared

Assessment and feedback processes are clearly articulated, relevant to context, and designed to enable meaningful action in the ways they foster student learning.

For learners to feel capable of fully engaging in their learning in higher education, it is important that they have a good understanding of the requirements of assessment and how the overall assessment design fits together, including familiarity with the related terminology, standards and criteria, assessment methods, skills and technologies/tools.

Key Considerations (Expand All/Collapse All)

Start with Clear Guidance
Clarify Learning Expectations
Make Use of Shared Activities
Be Pragmatic About Student Support
Promote Integrity and Secure Assessment

 

To further support the implementation of your assessment preparations for September 2020, please also refer to Teesside University’s ‘Considerations and Resources for Supporting Different Assessment Methods in a Hybrid Model’ resource. Any changes to assessment and feedback at course or module level should also be made with reference to the University’s Assessment and Feedback Policy.