{"id":67887,"date":"2023-04-18T01:03:07","date_gmt":"2023-04-18T05:03:07","guid":{"rendered":"https:\/\/world.edu\/?p=67887"},"modified":"2023-04-18T01:03:07","modified_gmt":"2023-04-18T05:03:07","slug":"we-need-to-change-the-way-universities-assess-students-starting-with-these-3-things","status":"publish","type":"post","link":"https:\/\/world.edu\/we-need-to-change-the-way-universities-assess-students-starting-with-these-3-things\/","title":{"rendered":"We need to change the way universities assess students, starting with these 3 things"},"content":{"rendered":"

\"\"
\nCompulsory tests, essays, regular grades and timed exams are considered a given in university life. But the\u00a0Universities Accord<\/a>\u00a0should change this.<\/p>\n

Rigid, traditional assessments need to make way for a more flexible, personalised way of working out what students know and can do. The current system is not only vulnerable to cheating, it also disadvantages those with disability and doesn\u2019t give students the feedback they need.<\/p>\n

Students with disability need a different approach<\/strong><\/h3>\n

Our research<\/a>\u00a0shows university students with a disability are disadvantaged by current assessment formats. It shows adjustments \u2013 which are\u00a0legally required for those with disabilities<\/a>\u00a0\u2013 don\u2019t always adequately compensate students.<\/p>\n

For example, a common adjustment\u00a0such as extra time<\/a>\u00a0for an essay or exam may not be suitable for students with a disability, whose outputs can be affected regardless of time.<\/p>\n

Students in our research also reported that accessible spaces and equipment \u2013 such as an ergonomic chair \u2013 were not reliably available during exams. Even in online exams, text-to-speech software and other assistive technologies are not necessarily compatible with all course materials or assignment file formats.<\/p>\n

Just over 7% of university students\u00a0reported a disability when they enrolled<\/a>\u00a0in 2020. This is far less than\u00a017.7% in the general population <\/a>, which suggests there may be a\u00a0hidden population<\/a>\u00a0of students with disabilities who could be better supported, or even that prospective students with a disability are discouraged from enrolling at all.<\/p>\n

Research has shown students are hesitant to get an adjustment due to\u00a0fear of stigmatisation<\/a>, and experience anxiety or shame over requests for extra assistance to demonstrate their learning.<\/p>\n

AI has radically changed the playing field<\/strong><\/h3>\n

At the same time, the rise of generative artificial intelligence tools\u00a0such as ChatGPT<\/a>\u00a0has shown universities need to rethink assessments so as to protect academic integrity.<\/p>\n

We know ChatGPT can write material that is\u00a0good enough to pass exams<\/a>. So essays and take-home assignments that simply ask students to provide chunks of information will no longer work.<\/p>\n

Assessments will need to evaluate more sophisticated capabilities, such as\u00a0critical thinking<\/a>, to prevent cheating and demonstrate students\u2019 learning.<\/p>\n

We also need to do better with feedback<\/strong><\/h3>\n

Feedback is an\u00a0incredibly important part of learning<\/a>\u00a0but current assessment approaches obscure helpful feedback to students.<\/p>\n

To have the best impact on learning, feedback should not happen at the same time as students get their\u00a0marks or final grade<\/a>.<\/p>\n

Instead, it should happen when students need it most: during the semester, so they can use it in subsequent tasks. Comments might be verbal, written or in\u00a0multimedia formats<\/a>, and come from lecturers, tutors,\u00a0peers<\/a>\u00a0or\u00a0even industry<\/a>.<\/p>\n

Many students\u00a0fail a unit or exam at some point<\/a>\u00a0in their academic career. The coupling of assessment and feedback frequently means\u00a0important messages are ignored or lost<\/a>.<\/p>\n

Survey\u00a0research<\/a>\u00a0also shows about 15% of students are dissatisfied with the feedback they get, and this rises if students have a disability or are an international student.<\/p>\n

How to improve assessment<\/strong><\/h3>\n

There is a lot that could be done to improve assessment. But here are three significant changes we should focus on immediately:<\/p>\n

1. We need to replace regular marks with regular feedback<\/strong><\/p>\n

Rather than final grades for every unit, students should receive regular comments about improving their work.<\/p>\n

Then, at the end of their degree, selected assessments or a final project can be used to demonstrate a student\u2019s learning.<\/p>\n

Students might also be encouraged to\u00a0portray their achievements<\/a>\u00a0in more contextual and personal ways. They might be able to choose between blog entries or multimedia. Or they might put together a \u201cpersuasive portfolio\u201d, which enables students to construct their own evidence of how they are progressing towards course learning outcomes.<\/p>\n

Targeting feedback to students\u2019 specific goals is also\u00a0highly motivating and leads to improved performance<\/a>.<\/p>\n

This will mean society – including employers – can be more confident that graduates have developed relevant high-level capabilities, rather than immediately forgetting the contents of an exam once it\u2019s over.<\/p>\n

This approach is also\u00a0more inclusive<\/a>. When individual tasks are considered separately, some formats might advantage particular students. But considering a range of tasks allows students to demonstrate their learning in a way that suits them.<\/p>\n

2. Students should have choice in assessment<\/strong><\/p>\n

Assessment\u00a0should promote individuality<\/a>. It should provide choices for students to demonstrate their achievements, to ensure they meet their goals for their future lives.<\/p>\n

For example, students studying public health might choose to develop a policy briefing or community education resources on a topic of their choice: both options can demonstrate understanding of a health issue and relevant communication techniques.<\/p>\n

Impersonal,\u00a0cookie-cutter assessments<\/a>\u00a0\u2013 such as a take-home exam or essay \u2013 are vulnerable to cheating. They also won\u2019t teach students how to respond flexibly to evolving work environments.<\/p>\n

Offering choice in assessment can also\u00a0reduce anxiety and improve confidence<\/a>\u00a0in study as students are doing tasks that are more meaningful to them.<\/p>\n

3. All assessment should be inclusive<\/strong><\/p>\n

All assessments need to be designed in ways to\u00a0minimise additional challenges<\/a>\u00a0for students with disabilities or learning differences. Universal assessment design is\u00a0one approach<\/a>\u00a0universities can use here.<\/p>\n

This means ensuring instructions, resources, and submissions take multiple formats (for example, text and audiovisual).<\/p>\n

We found even small changes, such as allowing students to take notes and read instructions out aloud in reading time,\u00a0reduced anxiety for those with learning differences<\/a>.<\/p>\n

If implemented as a matter of routine,\u00a0assessment for inclusion<\/a>\u00a0has the potential to improve the learning experience of many students from diverse backgrounds. Rather than just the ones who know about, and feel comfortable enough, to ask for help.<\/p>\n

Author Bios:<\/strong> Joanna Tai is a Senior Research Fellow, Margaret Bearman is an Associate Professor (Assessment and Digital Learning), Mollie Dollinger is a Senior Lecturer, Learning Futures and Rola Ajjawi is an Associate Professor, Centre for Research in Assessment and Digital Learning all at Deakin University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Compulsory tests, essays, regular grades and timed exams are considered a given in university life. But the\u00a0Universities Accord\u00a0should change this. Rigid, traditional assessments need to make way for a more flexible, personalised way of working out what students know and can do. The current system is not only vulnerable to cheating, it also disadvantages those […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[434394],"coauthors":[11733],"class_list":["post-67887","post","type-post","status-publish","format-standard","hentry","category-higher-education","tag-traditional-assessments"],"acf":[],"yoast_head":"\nWe need to change the way universities assess students, starting with these 3 things - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/we-need-to-change-the-way-universities-assess-students-starting-with-these-3-things\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"We need to change the way universities assess students, starting with these 3 things - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Compulsory tests, essays, regular grades and timed exams are considered a given in university life. 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