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
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]>
on behalf of Hancock, Jessica <[log in to unmask]>
Sent: 15 February 2017 14:50
To: [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]
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
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