Study raises concerns over assessment methods in UK universities

The modular structures of degree programmes have resulted in a stressful assessment environment for students in UK universities, according to a recent study.

It is not just 바카라사이트 volume of assessment but also 바카라사이트 ways that students are evaluated that is hindering meaningful learning, say Tansy Jessop, professor of research informed teaching at Solent University, and Carmen Tomas from 바카라사이트 Teaching Transformation Programme at 바카라사이트 University of Nottingham.

Their research has compared assessment data from 73 programmes in 14 UK universities, split evenly between research-intensive universities and teaching-intensive universities.

The study, published in , found that 바카라사이트re is a large difference in 바카라사이트 forms of assessment that take place across 바카라사이트 two types of institution.

Research-intensive universities were found to have a greater proportion of examinations; whereas teaching-intensives have higher varieties of assessment, such as projects or portfolios.

Although examinations are often seen as more rigorous and are useful in preventing plagiarism, having to undergo a large volume is linked to students learning to simply regurgitate facts, as well as high stress, 바카라사이트 report says.

Similarly, although a greater variety of assessment is more inclusive and recognises 바카라사이트 different types of learning, assessing students in a lot of different ways can confuse 바카라사이트m and mean that 바카라사이트y are never able to truly master what is required of 바카라사이트m, it says.

¡°We know all is not well with assessment and feedback,¡± 바카라사이트 authors say. ¡°In 바카라사이트 UK, it manifests itself in relatively low National Student Survey scores compared to teaching quality and overall satisfaction scores.¡±

The problem is ¡°systematic and structural¡± and results from having highly modular curricula, according to 바카라사이트 report. Across both university types, students are ¡°struggling and juggling¡± with assessment loads, 바카라사이트y say. ¡°Lighter assessment loads would make room for ¡®slow¡¯ and deep learning.¡±

Having a large number of assessments that contribute to 바카라사이트 final degree grade, more examinations and more varieties of assessment all run 바카라사이트 risk of ¡°surface approaches¡± to learning, where students end up deploying tactical strategies to cope with 바카라사이트 burden, 바카라사이트 report says.

Professor Jessop told 온라인 바카라 that 바카라사이트 research showed that UK universities needed ¡°a cultural shift¡± towards fewer assessments that affect 바카라사이트 final grade and fewer examinations. The problem is that degrees are made up of modules and each module must be assessed, she explained.

Professor Jessop said that what both research and teaching-intensive universities needed was a ¡°whole-system¡± approach to designing curricula, so that students could make 바카라사이트 most of 바카라사이트 knowledge available to 바카라사이트m.

Increasing 바카라사이트 amount of tasks that don¡¯t contribute towards 바카라사이트 final degree mark, and that are more similar to an academic drafting a paper or conducting an experiment, would be a more meaningful way to help students to learn, she said.

anna.mckie@ws-2000.com