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Hi Joe and all interested, If staff are expected to give students constructive comments and suggestions based on their reading of an assessment, then I suppose it follows that, if they want to keep up the standard of their feedback, they need to spend more and more time on offering remedial help as the quality of the writing declines. But how will the powers-that-be feel about investing more time/resources in providing such remedial help? Derek ________________________________ From: Joseph Allison <[log in to unmask]> Sent: 15 February 2017 16:24 To: Derek.Rowntree; [log in to unmask] Subject: RE: Assessment workload and assessment tariffs Hi Derek and all, I had a discussion just the other day about this with someone in the middle of marking. Their feeling was that it used to take 30 mins on average to mark an essay, but it was now more like 50 mins, the time increase in his view was down to a drop in the standard of writing. Best wishes, Joe From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Derek.Rowntree Sent: 15 February 2017 15:39 To: [log in to unmask] Subject: Re: Assessment workload and assessment tariffs While we are talking about how many hours students might be expected to devote to producing written assignments, has anyone considered how much time an assessor might be expected to spend assessing one (and ideally giving the writer constructive feedback)? Dr Derek Rowntree ________________________________ From: learning development in higher education network <[log in to unmask]<mailto:[log in to unmask]>> on behalf of Hancock, Jessica <[log in to unmask]<mailto:[log in to unmask]>> Sent: 15 February 2017 14:50 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Re: Assessment workload and assessment tariffs Hi Ours are guidelines rather than rules, but here are the suggestions for a 20 credit module: 100% of total assessment load: 3000 words or equivalent at L1 and L2 4000 words or equivalent at L3, LH and LM 70% of total assessment load: 2000 words or equivalent at L1 and L2 3000 words or equivalent at L3, LH and LM 50% and under of total assessment load: 1500 words or equivalent at L1 and L2 2000 words or equivalent at L3, LH and LM I don’t think there’s a rule for the hours, but I checked one module which is 20% of the total hours. Dr Jessica Hancock Lecturer in Academic Development GCU London From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of John Knight Sent: 15 February 2017 09:21 To: [log in to unmask]<mailto:[log in to unmask]> Subject: Assessment workload and assessment tariffs Hi all We are looking to increase consistency in assessment workload across our courses to ensure parity and avoid over-assessment I wondered if any of you had standardised institutional practices re the way that assessment activities and related student work are linked to credits? For example, an approach whereby a Level 3-7 module worth 15 credits is linked to coursework of 3000-word equivalent and 30 credits to 6000-word equivalent seems something of a sector norm. Also, do you have institutional approach to the proportion of the notional working hours of a module that it would be normal to expect to be spent on the completion of assessment tasks. For example, Bloxham and Boyd (2007) suggest 20-30% of learning hours Any thoughts, suggestions or examples would be very much welcomed Best wishes John John Knight Academic Developer & Learning Development Tutor Bucks New University Queen Alexandra Road High Wycombe Bucks HP11 2JZ Room N1.03 01494 522 141 ext. 4550 bucks.ac.uk Glasgow Caledonian University is a registered Scottish charity, number SC021474 ________________________________ [http://www.plymouth.ac.uk/images/email_footer.gif]<http://www.plymouth.ac.uk/worldclass> This email and any files with it are confidential and intended solely for the use of the recipient to whom it is addressed. If you are not the intended recipient then copying, distribution or other use of the information contained is strictly prohibited and you should not rely on it. If you have received this email in error please let the sender know immediately and delete it from your system(s). Internet emails are not necessarily secure. While we take every care, Plymouth University accepts no responsibility for viruses and it is your responsibility to scan emails and their attachments. Plymouth University does not accept responsibility for any changes made after it was sent. Nothing in this email or its attachments constitutes an order for goods or services unless accompanied by an official order form.