Dr Gareth B. NeighbourCEng CPhys MInstP MIMMM FHEA PGCHEHead of DepartmentDepartment of Mechanical Engineering and Mathematical Sciences

Editor: CARBON (Elsevier), Impact Factor 6.16UTC Swindon Governor / Director Chair: UK Graphite Core Committee

Is Inclusive Assessment a different Paradigm to Authentic Assessment or Learner Centric Practice?

Introduction

• Practitioner approach in Engineering• Case study

• Materials Processing, Selection and the Environment• “Broaden the understanding of environmental risk management within the

current regulatory and socio-political & socio-technical climates in order to mitigate public conflict and promote efficient decision-making, particularly in the design and performance of technology”

• Student is expected to engage in “action learning” by asking appropriate questions and investigating as appropriate

• Reflection• Were we doing ‘inclusive assessment’ and didn’t know?• Was the approach labeled ‘authentic’ essentially the same thing?• Actually, do these concepts fit a hierarchy of learning with LCP at the top?

Accidents happen…

Philosophy

(i) Bridge the gap between subject theory and the realities of professional practice

(ii) Provide authentic (professional focused) contexts for learning

(iii) Face realistic and relevant situations / contexts

(iv) Introduce students to the culture of the workplace

(v) Analyse experience to make appropriate professional interventions

(vi) Contemplate and develop a professional identity

(vii) Practice professional teamwork / collaboration

(viii) Develop cultural awareness

[Errington, (2010). Educators for the professions.]

Principles of Authentic Assessment

• ‘Assessment tasks which authentically assess a range of learning outcomes’- real world contexts

• ‘Tasks which are complex and / or contextualized enabling students to demonstrate their competency in a more ‘authentic’ setting.

• Highly aligned to the employability agenda. With professional identity

• Often mixed up with “education versus training’, but here there is independent, critical, thinking evidenced with synthesis of ideas.

Wiggins (1993) describes authentic assessment as tasks and procedures in which students are engaged in applying skills and knowledge to solve “real world” problems, giving the tasks a sense of authenticity…. Replicating the challenges and standards of performance [facing the professional].

Background

• UK-SPEC (Benchmark statement) – Chartered Engineer

• Sustainability agenda

• Cohort – medium, diverse and multi-cultural (approximately 80 students with around 33% non-EU students). Level 6 module.

• Focused lecture topics, worked examples, class debate.

• List of topics and the nature of assessment designed out plagiarism

• Technology embedded with VLE, e-submission and electronic feedback.

Case Study – Brief Overview

The central aim is to introduce the need to consider environmental issues in engineering, particularly the environmental consequences resulting from using advanced materials, processes and manufacturing. The course aims to provide an overview and ‘practitioner’ experience with regard to the challenges of conducting environmental appraisals of engineering or technology projects to ensure compliance with environmental legislation and standards. The course aims to develop an awareness of the potentially harmful effects of technology on the environment and to discuss Society’s needs with respect to mitigation such as pollution control, treatment and abatement.

Assessment sought to explicitly enhance the practitioner role by undertaking action research related to an industrially relevant environmental problem (and hence employability skills). Initial formative individualized exercise followed by Part A – strong formative element (part summative)

Part B – Summative with feedback

The Approach

• Assessment is by submission of two written assignments. Each student is expected to generate a case study on the use of an advanced material, process or manufacturing route (or product). The aim of the case study is to evaluate the environmental impact and to identify, if any, consequences that result, whether mitigating factors are used and if so whether these are sufficient. Each student had to view themselves as an independent assessor and present a balanced case.

• “The key to doing well is to develop a fresh perspective or understanding of the salient issues at hand not necessarily providing solutions! …The choice of topic for the case study can be fairly flexible. The emphasis on these assignments is on the use of tools and techniques rather on the technical detail of the material or process chosen.”

Example Topics(Enhancing the learner motivation)

• A wind farm, nuclear installation or other energy generator• A major reservoir dam (or dam failure) or failure of a “product” or “installation”• An international airport• Oil rigs installation and /or disposal• A major engineering project or production facility, e.g. a major chemical plant• Disposal of a redundant engineered product, e.g. mobile phones, PC’s, etc• Installation and use of a major engineering facility or equipment• Medical implants or hazards and risks associated with medical waste• The use of materials in innovative (& available) products• Transport or transport systems• Re-use of polymers, plastics, paper or glass in domestic refuge• Exposure to chemicals or radiation (e.g. EM waves from mobile phones)• Disposal of products, e.g. vehicles, and / or recycling• Energy from waste / incineration (specific systems)• Speed cameras – friend or foe?• Other as agreed with module leader

First Report

Outline brief, justification for further study, highlighting the key questions to be answered, and demonstrating the “richness” associated with the problem.

• Brief outline of problem description (20%)

• Ranked list of major issues / hazards (>15): bulleted list (15%)

• Ranked identification of environmental impacts (>15): bulleted list (15%)

• Richness & direction for the study identified, i.e. Key Questions for Part B (20%)

• Draft Plan for Case Study (illustrating the various activities) (20%)

• Report Presentation and Structure (10%)

Second Report

• 2000 words plus any calculations, models, appendices and references.

• Emphasis should be on the use of tools and techniques to establish the significance of the environmental and human health impacts, lifecycle costs, etc... For example, you may need to justify the frequency or probability that you assign to each event in the process such as corrosion of components in an industrial plant and state the consequences.

• Your report, as an independent expert, must convince the general reader that the most important critical impacts have been considered and whether they are being managed appropriately or whether regulatory intervention is required.. For example, you may need to justify the frequency or probability that a product fails or the total volume of a product consumed by Society and the consequences or indeed the benefits.

Guidance

• Write in a concise, succinct and professional style which provides robust, coherent and logical arguments.

• The report MUST include, as Appendix 1, the original annotated first report returned, and as Appendix 2 a list of the concepts (from the course) which have been used in your study and for which you are claiming credit.

• NOT marking the topic, but the use of tools and techniques. Externally appears harder to mark? Experience shows the same level of time, energy, knowledge, etc. as any other activity.

• Help and advice on-line via peer discussion, surgeries or optional ‘tutorials’ emphasising the ‘practitioner’ role.

Assessment Criteria

• Constructive alignment

• Structured criteria to promote the acquisition of knowledge, understanding and skills

• Embedded formative feedback / feed forward; diversity of assessment method in terms of the component parts of the assessment which included an element of reflection

• Student scores were higher than normal with enhanced student satisfaction

Graduate employability is…

“a set of attributes, skills and knowledge that all labour market participants should possess to ensure they have the capability of being effective in the workplace…”

[Universities UK, 2010:6]

“… a curriculum issue and the acquisition of subject specific knowledge & employability skills are complementary not oppositional. Preparing graduates for the ‘world of work’ is an integral part of our strategy”

[Universities UK, 201:13]

Many students reported after graduation (+1 year) using the experience in interviews or suggesting it helped prepared them for higher degrees.

7 Steps with Plymouth Uni – Inclusive Assessment

• Underpin your assessment with good assessment design principles

• Use a variety of assessment methods within your module / programme

• Incorporate choice to your assessment

• Design inclusive exams

• Consider how technology can assist

• Prepare, engage and support students in the assessment process

• Monitor, review, and share practice

Summary and Conclusions

• On reflection, teaching embedded the core principles and features ‘inclusive assessment’ – it was happening…

• More familiar with ‘authentic’ approach and aligned to the LOs and Generic Assessment Criteria developed by the University

• Literature is full of terms related to assessment: alternative, authentic, inclusive, performance, etc.

• The most important thing to me is to focus on the learning process… and to recognise learners as individuals informed by experience, culture and community.

• Is it healthy to have so many perspectives? Is there a hierarchy?

Acknowledgements

Much of this work was undertaken at my previous appointment as Deputy Dean of Science at the University of Hull.

Thanks…