Optionality in Assessment

PDT3010 is the penultimate module on the BA Learning and Teaching Top Up, where students are typically working as teaching assistants or unqualified teachers, and they attend university one day a week.  The cohort is often characterised by mature students returning to their own education after a break, possibly having found studies challenging previously and/or requiring additional support from ASSIST.  There is therefore a strong focus on making teaching, learning and assessment as accessible and inclusive as possible. 

For the second assignment of the module students are required to extract the arguments from three or more sources of information and present a synthesis.  Students can choose the form in which they submit their work, drawing on their experience of assignments earlier in the programme, and their own strengths and preferences.  The optionality aspect of this assessment is signposted right at the start of the programme, and referred to across the other modules as students are briefed on different assessment types – ‘remember in your penultimate module you will choose how you want to submit your work, and this is one type of assessment you might want to consider’.  This consistent reference to optionality in assessment in PDT3010 encourages students to reflect on their assessment literacy and make an informed decision in their final module. (There is also a 10cr module at the start of the year on self-evaluation and reflection, which supports taking ownership for learning.) 

Visuals are required for AS2 so typical assessment types include illustrated essay, Padlet, PowerPoint/Prezi or academic poster.  According to UMF guidelines, 25% of module hours should be devoted to assessment, and the module team uses this formula and the assessment weighting to ensure parity of assessment across the different types.  Expectations of these assignment types featuring in other modules are also considered to ensure consistency across the programme. 

Some students suggest and decide on the format quite quickly, others ask for advice on the best way for them to submit.  This part of the process is more time consuming for tutors as additional and bespoke guidance might be needed, but the teaching team considers it time well spent to put the decision in the hands of the learners and to allow them to play to their strengths. (Twilight online tutorials are offered to students considering new assessment type choices to support their decision-making.) 

The marking and moderation process is likewise more challenging for the module team but considered also to be more fulfilling.  Standardisation across each assessment type, comparing with submissions in other modules, and a clear and detailed rubric have helped the team ensure fair and consistent marking and moderation.  The fairness of the assignment was something that needed explaining to students. There was a perception that the Padlet was easier than the other options (it isn’t!) and even after explanation, some still opted for it based on the strength of that perception.   

The External Examiner was supportive of the variety of assessment types.  This is the second year of running the module this way, and there is no difference in grade profile for the different types, with average grades comparable to other modules in the programme. 

So, what might the key conclusions be? 

• This is a highly student-centred approach in terms of the choices, the preparation and signposting and the support offered. 
• It’s more work for staff to ensure parity and equity of experience, but… 
• It’s rewarding to see students positively engage in an assessment of their choice.  There has been highly positive feedback from students, but… 
• A few students did not like the idea of having a choice and some still questioned the fairness of the assignment. 
• Optionality in assessment should be considered in the context of the programme assessment strategy and stage of study – all assessment types offered here are experienced in other modules, so students have been able to build their assessment literacy.