{"id":377,"date":"2019-04-08T08:52:10","date_gmt":"2019-04-08T08:52:10","guid":{"rendered":"http:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=377"},"modified":"2022-04-21T15:01:17","modified_gmt":"2022-04-21T15:01:17","slug":"programme-level-assessment","status":"publish","type":"page","link":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/programme-level-assessment\/","title":{"rendered":"Programme-level Assessment"},"content":{"rendered":"<div id=\"pl-377\"  class=\"panel-layout\" ><div id=\"pg-377-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-377-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-377-0-0-0\" class=\"so-panel widget widget_sow-button panel-first-child\" data-index=\"0\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-button so-widget-sow-button-atom-48beb218c338-377\"\n\t\t\t\n\t\t><div class=\"ow-button-base ow-button-align-center\"\n>\n\t\t\t<a\n\t\t\t\t\thref=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/home\/\"\n\t\t\t\t\tclass=\"sowb-button ow-icon-placement-left ow-button-hover\" \t>\n\t\t<span>\n\t\t\t\n\t\t\tCURRICULUM FRAMEWORK HOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div><div id=\"panel-377-0-0-1\" class=\"so-panel widget widget_sow-editor\" data-index=\"1\" ><div class=\"panel-widget-style panel-widget-style-for-377-0-0-1\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<p><strong><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment\/\">Engage in Assessment<\/a><\/strong><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/assessment-for-learning\/\"><strong>Assessment for Learning<\/strong><\/a><\/p>\n<p><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/programme-level-assessment\/\"><strong>Programme-level Assessment<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=398&amp;preview=true\"><strong>Diversifying Assessment<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=413&amp;preview=true\"><strong>Formative Assessment<\/strong><\/a><\/p>\n<p><a href=\"https:\/\/sites.reading.ac.uk\/curriculum-framework\/?page_id=418&amp;preview=true\"><strong>Assessment Literacy<\/strong><\/a><\/p>\n<\/div>\n<\/div><\/div><\/div><div id=\"panel-377-0-0-2\" class=\"so-panel widget widget_sow-editor panel-last-child\" data-index=\"2\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<h1>RESOURCES<\/h1>\n<p>&nbsp;<\/p>\n<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-green\">\n<div class=\"pullout-box\">\n<p><strong><a href=\"https:\/\/www.testa.ac.uk\/\"><u>TESTA<\/u><\/a>\u00a0(Transforming the Experience of Students through Assessment)<\/strong><\/p>\n<p><strong>Higher Education Academy (HEA) (2012) <a href=\"https:\/\/www.heacademy.ac.uk\/knowledge-hub\/marked-improvement\"><em><u>A Marked Improvement: Transforming assessment in higher education<\/u><\/em><\/a>. York: HEA<\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h1>STUDENT ENGAGEMENT RESOURCES<\/h1>\n<p>&nbsp;<\/p>\n<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-side_2r c-green\">\n<div class=\"pullout-box\">\n<p><strong>Bovill, C. (2017). <a href=\"http:\/\/www.docs.hss.ed.ac.uk\/iad\/Learning_teaching\/Academic_teaching\/Resources\/Student_Engagement\/UoE_IADEngage_LearningTeaching_A5_V4_WEB.pdf\"><u><em>Engaged in learning and teaching conversations<\/em><\/u><\/a>.\u00a0University of Edinburgh.<\/strong><\/p>\n<p><strong>Healey, M., Flint, A., and Harrington, K. (2014) <a href=\"https:\/\/www.heacademy.ac.uk\/knowledge-hub\/engagement-through-partnership-students-partners-learning-and-teaching-higher\"><u><em>Engagement through partnership: students as partners in learning and teaching in higher education<\/em><\/u><\/a><u>. York: Higher Education Academy.<\/u><\/strong><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><\/div><div id=\"pgc-377-0-1\"  class=\"panel-grid-cell\" ><div id=\"panel-377-0-1-0\" class=\"so-panel widget widget_sow-editor panel-first-child\" data-index=\"3\" ><div\n\t\t\t\n\t\t\tclass=\"so-widget-sow-editor so-widget-sow-editor-base\"\n\t\t\t\n\t\t>\n<div class=\"siteorigin-widget-tinymce textwidget\">\n\t<div class=\"wrapper\">\n<div id=\"inside-wrapper\" class=\"inside-wrapper\">\n<div id=\"main-content\" class=\"content-center\">\n<div class=\"cl-main_2 c-green\">\n<div class=\"content-body\">\n<h1>Programme-level assessment<\/h1>\n<p>&nbsp;<\/p>\n<p>A programme level perspective can help to ensure that student learning is cohesive and integrative. <strong>Working in partnership with students<\/strong> (see 'Student Engagement Resources' for ideas) can help to ascertain how a programme is experienced from the student perspective. This can help to inform <a href=\"http:\/\/www.reading.ac.uk\/cf-home\/ecr-home.aspx\"><span style=\"text-decoration: underline\">Curriculum Review<\/span><\/a>, including how assessment practices on a programme are planned and implemented.<\/p>\n<p>There are compelling reasons to adopt a programme level perspective on assessment:<\/p>\n<ul>\n<li><strong>Provides a clear overview of all of the assessment on a programme<\/strong>. This can better inform productive discussion between staff, students, external examiners and other stakeholders in the interest of programme refinement and improvement.<\/li>\n<li><strong>Prevents over-assessment.<\/strong> Occurrences of over-assessment can be noticed and designed out, so that students and staff will not suffer excessive burdens at 'pinch points' during academic terms and will be able to manage their time and workloads more effectively.<\/li>\n<li><strong>Enables modular alignment and cohesion.<\/strong> Assessment <em>between<\/em> modules can be scrutinised to check that they are aligned and that there is progression - horizontal and vertical- across a programme. For example, the skills that are assessed in one module may be further developed and measured again in another module in a different context.<\/li>\n<li><strong>Helps in the progressive development and assessment of graduate attributes<\/strong>. At the University of Reading, graduate attributes are explicit in the <u>Curriculum Framework<\/u>. The development of such attributes as <a href=\"http:\/\/www.reading.ac.uk\/internal\/engage-in-research-and-enquiry\/ere-home.aspx\"><span style=\"text-decoration: underline\">research skills<\/span><\/a>\u00a0or<span style=\"text-decoration: underline\">\u00a0<a href=\"http:\/\/www.reading.ac.uk\/eig-home.aspx\">global outlook<\/a><\/span>\u00a0can be expected to occur progressively over a whole programme. A focus on module assessment alone could lead to an imbalance of development and measurement of one attribute over another.<\/li>\n<\/ul>\n<p>There are also external factors that make a programme level perspective valuable:<\/p>\n<ul>\n<li>There are questions on the <a href=\"https:\/\/www.thestudentsurvey.com\/\"><u>National Student Survey (NSS)<\/u><\/a> that relate to assessment and feedback. Question 9 is about fairness, which could be interpreted to mean fairness of assessment timing.<\/li>\n<li>Assessment and feedback is a core metric in the\u00a0<span style=\"text-decoration: underline\"><a href=\"https:\/\/www.officeforstudents.org.uk\/advice-and-guidance\/teaching\/\">Teaching Excellence Framework (TEF)<\/a>\u00a0<\/span>and therefore merits both a global and detailed consideration by programme providers.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div><div id=\"panel-377-0-1-1\" class=\"so-panel widget widget_media_video\" data-index=\"4\" ><h3 class=\"widget-title\">TESTA: Programme level approach to Assessment: Professor Tansy Jessop @ Curriculum Framework Conference 2018<\/h3><div style=\"width:100%;\" class=\"wp-video\"><!--[if lt IE 9]><script>document.createElement('video');<\/script><![endif]-->\n<video class=\"wp-video-shortcode\" id=\"video-377-1\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/youtube\" src=\"https:\/\/www.youtube.com\/watch?v=7qiGsgswh4E&#038;_=1\" \/><a href=\"https:\/\/www.youtube.com\/watch?v=7qiGsgswh4E\">https:\/\/www.youtube.com\/watch?v=7qiGsgswh4E<\/a><\/video><\/div><\/div><div id=\"panel-377-0-1-2\" class=\"so-panel widget widget_media_video\" data-index=\"5\" ><h3 class=\"widget-title\">Programme-level Mapping of Assessment &#8211; Nasreen Majid (Institute of Education)<\/h3><div style=\"width:100%;\" class=\"wp-video\"><video class=\"wp-video-shortcode\" id=\"video-377-2\" preload=\"metadata\" controls=\"controls\"><source type=\"video\/youtube\" src=\"https:\/\/www.youtube.com\/watch?v=gsyfyLU2d_U&#038;_=2\" \/><a href=\"https:\/\/www.youtube.com\/watch?v=gsyfyLU2d_U\">https:\/\/www.youtube.com\/watch?v=gsyfyLU2d_U<\/a><\/video><\/div><\/div><div id=\"panel-377-0-1-3\" class=\"widget_text so-panel widget widget_custom_html panel-last-child\" data-index=\"6\" ><div class=\"textwidget custom-html-widget\"><a href=\"http:\/\/sites.reading.ac.uk\/curriculum-framework\/programme-level-assessment-audit-and-review\/\">\n\t<div>\n<div class=\"topicWrapper employability\">\n\t<h1 class=\"topicHeading\">\n\tProgramme-level Assessment Audit &amp; Review\n<\/h1>\n\t<\/div>\n\t<br>\n\t<br>\n<p>\nTools for programme-level assessment\n<\/p>\n<\/div>\n<\/a><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Engage in Assessment Assessment for Learning Programme-level Assessment Diversifying Assessment Formative Assessment Assessment Literacy RESOURCES &nbsp; TESTA\u00a0(Transforming the Experience of Students through Assessment) Higher Education Academy (HEA) (2012) A Marked Improvement: Transforming assessment in higher education. York: HEA STUDENT ENGAGEMENT RESOURCES &nbsp; Bovill, C. (2017). Engaged in learning and teaching conversations.\u00a0University of Edinburgh. Healey, M., [&hellip;]<\/p>\n","protected":false},"author":85,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0,"jetpack_post_was_ever_published":false,"_links_to":"","_links_to_target":""},"acf":[],"jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/PbcJTb-65","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/377"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/users\/85"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/comments?post=377"}],"version-history":[{"count":6,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/377\/revisions"}],"predecessor-version":[{"id":2548,"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/pages\/377\/revisions\/2548"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/curriculum-framework\/wp-json\/wp\/v2\/media?parent=377"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}