TESTA Overview & Themes TESTA Summit, 16 Sept 2013
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Themes, directions, challenges. TESTA community using the approach to look at disciplines, for periodic review, and to embed evidence-led principled approaches to assessment and feedback. Unanticipated expansion and growth beyond project life.
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TESTA Overview & Themes TESTA Summit, 16 Sept 2013
- 1. TESTA Summit: Overview and Themes Dr Tansy Jessop TESTA Project Leader Woburn House 16 September 2013
- 2. TESTA in HE sector 21 universities here today engaging with TESTA > 35 UK universities using TESTA (or planning to) > 100 degree programmes International dimensions - TESTA in Australia, India, USA National reputation
- 3. Politician-speak At the University of Winchester the TESTA project has shown that by using teaching quality performance indicators HEIs can significantly improve students’ educational experience. This blueprint is being widely used… HEPI Conference May 2013 David Willetts Minister for HE
- 5. Google Analytics 12 Sept 13
- 6. Why has TESTA worked? Whole programme evidence Student voice, statistical and programme data Off-the-shelf methods online Particular evidence – Aha! Moments Collegial and collaborative approach Rethinking unintended consequences of modular systems
- 7. TESTA “…is a way of thinking about assessment and feedback” Graham Gibbs
- 8. Main TESTA findings 1. 2. 3. 4. 5. Huge variations in practice Emphasis on summative assessment Lack of formative assessment Huge variety of assessment types, un-sequenced Students describe lack of common standards and approaches 6. Students not clear about goals and standards
- 9. Variations on 23 UG programmes in 8 universities Between 12 and 68 summative tasks Between 0 and 55 formative tasks From 7 to 17 different types of assessment Feedback returned within 10 - 35 days 936 written words of feedback to 15,412 words 37 minutes to 30 hours of oral feedback 0% to 79% of assessment by exams
- 10. New directions TESTA in the disciplines – LEAF project; Creative subjects in the USA, disciplinary paper; TESTA to support periodic review - Coventry, Dundee, Winchester; UCL. TESTA on different types of degrees – Undergraduate, Masters, Blended learning; TESTA in different country HE systems; TESTA for efficiencies and better learning.
- 11. Challenges Measuring and showing impact Encouraging coherent programmatic strategies Rethinking relationship of formative & summative Embedding TESTA in periodic review systems without them becoming tick box Developing more explicit links with theories of how students learn Involving students more
- 12. Rethinking formative and summative Tasting soup (Stake, 1991) Formative Summative
- 13. What today is about Celebrating an informal community Sharing experience and wisdom Identifying challenges and opportunities Improving how and what TESTA does Shaping how TESTA moves forward
Editor's Notes
- Racy titles of the blogs – faking good; ten ways to get it back in ten days.
- What started as a research methodology has become a way of thinking. David Nicol – changing the discourse, the way we think about assessment and feedback; not only technical, research, mapping, also shaping our thinking. Why is that?
- on programme assessment design; academic practice and student learning;When lecturers view summative and formative as two separate tasks, the majority of their effort goes into the design of summative tasks.