Assessment Staff Development 2011/12. Changes to Assessment for 2011/12 1.New University Marking Scale 2.New Assessment Tool 3.New Student Record System:

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    21-Dec-2015

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  • Slide 1
  • Assessment Staff Development 2011/12
  • Slide 2
  • Changes to Assessment for 2011/12 1.New University Marking Scale 2.New Assessment Tool 3.New Student Record System: QLv4
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  • University Marking Scale Letter grades not numbers More intuitive More in line with practices of marking in arts subjects Maps onto the Marking Criteria Modelling suggests no adverse impact on degree calculations
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  • University of the Arts London Undergraduate Marking Criteria UALv8 2011 (Word) CriteriaLevel of Achievement Indicators Fail F Marginal Fail E Pass DCBA 1 Research Systematic identification and investigation of a range of academic and cultural sources Little or no information presented Information presented does not relate sufficiently to the task; there may be evidence of rudimentary research Adequate information has been gathered and documented from readily available sources applying standard techniques Information is accurate, appropriately categorised and from a range of sources Well informed judgements made of the relative value of connected information from a wide range of sources Extensive independent research, accuracy, familiarity with the material, and sound judgements FEDCBA 2 Analysis Examination and interpretation of resources Little or no evidence of examination of source material Constituent elements may be incorrectly identified; analysis may be attempted but not justified Key elements within relevant information are identified, but may lack accurate interpretation Accurate interpretation of the relationships between constituent elements Accurate interpretation and evaluation of relationships between elements Accurate and perhaps personally based synthesis and evaluation of elements FEDCBA 3 Subject Knowledge Understanding and application of subject knowledge and underlying principles Unable to evidence or articulate basic principles and knowledge related to the subject Limited knowledge of the subject and its development Evidence of understanding key aspects of the subject context, in current debates and / or historical background. References to some relevant movements / people Accurate understanding of subject context. References to key movements and people Accurate, extensive understanding of subject context. Evidence of appreciation of the relative significance of movements and people Contributes to the subject debate by assimilating knowledge into a personal hypothesis (or elements of / the beginnings of one) FEDCBA 4 Experimentation Problem solving, risk taking, experimentation and testing of ideas and materials in the realisation of concepts Little or no engagement with alternative ideas and processes Unable to identify problems; does not understand the purpose of risk taking or exploration of alternatives Operates within familiar and well established ideas, processes, media and / or materials; some evidence of exploration Evidence of exploration of processes, media and materials; may lead to potential directions for future work Evidence of conceptual risk taking / using own analysis to inform further cycles of inquiry and potential future directions Unfamiliar conceptual territories may be explored FEDCBA 5 Technical Competence Skills to enable the execution of ideas appropriate to the medium Execution demonstrates poor judgement and very limited command of techniques Uses limited rudimentary processes exercising little judgement Skills are adequate to communicate ideas; accepted conventions and procedures are usually applied Skills facilitate communication of ideas; evidence of checking / testing / finishing; conventions and procedures are used consistently and appropriately Skills facilitate practice and the communication of ideas; full command of conventions and procedures is evident Idea and technique are unified. Discernment and judgement are evident. Technical / craft skills may have contributed to conceptual advances FEDCBA 6 Communication and Presentation Clarity of purpose; skills in the selected media; awareness and adoption of appropriate conventions; sensitivity to the needs of diverse audiences Ineffective use of visual / oral / written communication conventions in the production and presentation of ideas Partial lack of awareness and observance of conventions and standards; lack of clarity in structure selection and organisation of information; lack of awareness of audience Conventions and standards are applied; structure is clear; information selection and organisation shows awareness of audience requirements and preferences Communication media have been selected / used with good judgement; standards and conventions of use have been fully adhered to; decisions show awareness of the audience and the context The nature and strengths of appropriate communication media have been exploited; information has been selected, organised and presented showing awareness of audience and context Message and medium are unified with personal style; the communication is persuasive and compelling; it takes full account of diverse audience needs FEDCBA 7 Personal and Professional Development Management of learning through reflection, planning, self direction, subject engagement and commitment Consistent lack of evidence of reflection or planning for learning. No awareness of personal strengths and weaknesses in relation to task Sporadic evidence of reflection and planning for learning but not followed through consistently. Incomplete awareness of personal strengths and weaknesses Evidence that reflection and planning have led to increased subject engagement and commitment. Developing an awareness of strengths and weaknesses Evidence that a cycle of reflection and planning has been iterative and productive. Actively works to develop strengths and mitigate weaknesses Reflection and planning is self directed, iterative, habitual and evidenced clearly. Strengths have been built on, weaknesses have been mitigated Takes full responsibility for own learning and development through iterative cycles of well articulated purposeful analysis and planning, supported by extensive evidence FEDCBA 8Collaborative and / or Independent Professional Working Demonstration of suitable behaviour for working in a professional context alone, or with others in diverse teams Does not collaborate with others; unproductive working alone; shows no knowledge of related profession Collaborates reluctantly; struggles to produce work alone; has unrealistic view of professional life Awareness of main standards required of relevant profession. Able to work both collaboratively and independently Aware of and able to meet most standards required of relevant profession in simulated or real professional situations. Productive when working in a team or working alone Aware of and able to meet most standards required of relevant profession in simulated or real professional situations. May work well in a team, provide effective leadership, and demonstrate a well rounded profile working alone Integrates a sense of own identity productively into real or simulated professional situations. Can work comfortably as a team member, in a leadership role, or alone
  • Slide 7
  • University of the Arts London Undergraduate Assessment Feedback Sheet Student Name Course Unit Title / Code Type of Assessment Staff Assessment Self Assessment Peer Assessment Formative Summative Name of Student Text Date of AssessmentStudent IDCourse Unit Level DateAA 0000000 Assessment TitleCourse and CollegeAssignment / Project Title TextCourse College Text Marking CriteriaLevel of AchievementCriteria Specific Comments (optional) FailPassWhere criteria do not apply, write n/a in the comments box 1 Research Systematic identification and investigation of a range of academic and cultural sources Text here To indicate achievement level, highlight the grey bullet in the text box below the relevant grade and change the font colour to black FEDCBA 2 Analysis Examination and interpretation of resources Text here FEDCBA 3 Subject Knowledge Understanding and application of subject knowledge and underlying principles Text here FEDCBA 4 Experimentation Problem solving, risk taking, experimentation and testing of ideas and materials in the realisation of concepts Text here FEDCBA 5 Technical Competence Skills to enable the execution of ideas appropriate to the medium Text here FEDCBA 6 Communication and Presentation Clarity of purpose; skills in the selected media; awareness and adoption of appropriate conventions; sensitivity to the needs of diverse audiences Text here FEDCBA 7 Personal and Professional Development Management of learning through reflection, planning, self direction, subject engagement and commitment Text here FEDCBA 8 Collaborative and / or Independent Professional Working Demonstrates suitable behaviour for working in a professional context alone or with others in diverse teams Text here FEDCBA The feedback you are given should be informed by the criteria and should help you plan and execute work in the future as well as understand how your grade was arrived at. Grades are arrived at through markers holistic judgement informed by the criteria General comments and advice on how to improve your work in the future Text Marker(s) Name(s) of Marker(s) Signature(s) Date Grade This is an indicative grade which is subject to moderation and ratification by the Board of Examiners. Internal verification complete / pending / not required(delete text as applicable) Date UALv8 2011
  • Slide 8
  • When will the Scale be introduced? New scale introduced for all UG and taught PG students enrolling onto a new course, or a new stage of a course, on or after 1 st September 2011. Some courses will run out on the old percentage bands and introduce the new Marking Scale when they start their next academic session (e.g. some part time courses and any PG courses ending in Spring 2012). If you are unsure, please email assessment@arts.ac.uk.assessment@arts.ac.uk
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  • Assessment Tool Integrated, web-based marking system Custom built for UAL Students access their grades and feedback via Blackboard Feedback is easier to read and more accessible Can also be used for formative assessments and project work Released in two phases
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  • Phase one will allow tutors to: Mark formative and summative assessments against the University Marking Criteria Give students clear, accessible and fast electronic feedback. Phase two will allow tutors to: Submit their grades for discussion by the Exam Board.
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  • QLv4 Student Record System Unit Grades and Element Grades (where used) entered into QL All calculations for Exam Boards automatically generated in standard report format Impact of referrals, compensation etc automatically incorporated into calculations
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  • Frequently Asked Questions
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  • How is the final mark for the year calculated? The student grade for the year is calculated in exactly the same way as for the old percentage scale, as in the following example: 1.A student receives the following unit Letter Grades for the year: Unit 1 (20 credits) = A- Unit 2 (40 credits) = B- Unit 3 (60 credits) = A 2.The Letter Grade for each unit has an equivalent point value: Unit 1 (20 credits) = 13 Unit 2 (40 credits) = 10 Unit 3 (60 credits) = 14
  • Slide 19
  • 3. The points are weighted according to the credit-rating of the unit: Unit 1 (20 credits): 13 x (20/120) = 2.167 Unit 2 (40 credits): 10 x (40/120) = 3.333 Unit 3 (60 credits): 14 x (60/120) = 7.000 4. The weighted points for all the units are added together: Unit 1 = 2.167 Unit 2 = 3.333 Unit 3 = 7.000 Total 12.500 5.The final grade for the year is rounded to the nearest whole number (0.50 is rounded up, 0.49 is rounded down): 12.500 becomes 13 13 = A- or 1 st Class Honours/ Distinction
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  • How are elements added together? Where units are divided into weighted elements, the Letter Grades for each individual element are added together to create the unit Letter Grade, as in the following example: 1.A unit is made up of 2 assessment elements: Element 1: Presentation - 20% weighting Element 2: Essay - 80% weighting 2.The student receives the following grades for each element: Element 1 (Presentation) = C+ Element 2 (Essay) = A- 3. The Letter Grades are converted to the equivalent point value (on the right hand side of the UAL Marking Scale): Element 1 (Presentation)= 9 Element 2 (Essay) = 13
  • Slide 21
  • 4. The points are multiplied by the element weighting: Element 1: 9 x 20% = 1.8 Element 2: 13 x 80% = 10.4 5. The weighted points for all the elements are added together: Element 1: 9 x 20% 1.8 Element 2: 13 x 80% 10.4 Unit Mark 12.2 6. The unit mark is rounded to the nearest whole number (0.50 is rounded up 0.49 is rounded down): 12.2 becomes 12 or B+
  • Slide 22
  • Impact on Course Regulations Borderline Students Students on the borderlines will be automatically rounded to the next grade/ classification because all unit and final marks are rounded to the nearest whole number. There will be no further consideration of borderline students by the exam board. Extenuating Circumstances The adjustment of marks for Extenuating Circumstances will still take place at unit level. The Board can agree an uplift to the Letter Grade (e.g. B to B+ etc).
  • Slide 23
  • Failure All resubmissions, repeat units and retake years will be capped at D-. Compensation The criteria for compensation will remain at no more than 30 credits marginal failure for progressing UG students. Marginal Failure is represented by an E Grade. Academic Misconduct Academic Misconduct penalties are represented by an F- Grade for the unit, with any resubmissions or retakes capped at D-. External Moderation External Moderation will still take place at either unit or classification level. The External Examiner can propose a change to the Letter Grades (e.g. all students on B+ move to A-).

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