QAA Scotland: Focus on Assessment and FeedbackPolicy and Practice Summit

Professor John W Sawkins, Deputy Principal (Learning and Teaching)Heriot-Watt University

14 May 2015

Challenges of Institutional Implementation

The challenges of implementing policy on assessment and feedback consistently across an institution

Key Challenges

Developing the policies

Articulating the policies

Communication

Monitoring

Supporting and challenging

Reviewing

Developing the Policies

Preliminaries

Helpful to have clear strategy and overall policy framework

Who will have to understand and implement the policies?

Consultation is worth while

Listen to, and respect the views of consultees – they know more about it than you!

Build consensus and support

Due process is important

Avoid ‘short cuts’ – you never know where you will end up if you take one!

Articulating the Policies

Articulate the policies clearly

Verbally – check, can you explain it clearly and succinctly to a user?

Written – style is important

The virtues – simplicity, clarity, brevity

The vices – verbosity, pomposity, padding

Format is important

Think about the user

What formats are most user-friendly?

Communicating the Policies

Who needs to know about the policies?

What is the best type of communication for them?

Targeted? Multiple methods?

Check

When do they need to know about / use the policies? Can they find them if they need them?

These policies will not be the single focus of their working day!

Monitoring Implementation

‘Hard-wire’ robust monitoring processes in place

Remember…

Security of academic standards is paramount and must never be compromised

The more complex and extensive the system the more difficult it is to communicate and run and the more points of potential failure there are

Processes must be clearly understood

Supporting and Challenging

Processes must have checks and balances

Scrutiny and challenge built in

Senior management must offer support and challenge

Support implementation. Consistency of message and approach – close down conversations which seek to tinker with agreed policies

Challenge those seeking to undermine or subvert implementation

Reviewing

Review regularly and systematically

Support the development of an institutional culture in which honesty, openness and transparency are valued

Welcome constructive feedback

Heriot-Watt Experience

How have we gone about some of this?

HWU Context 5 campus locations (Scotland, Dubai, Malaysia)

Approved Learning Partners (50 universities and college Partners, in 30 different countries - 9,000 students)

Independent Distance Learners (MBA, PG provision > 10,000 students)

HWU degree programmes delivered in 150 countries world-wide

HWU examinations (2013/14) – Organised by our International Centre for Examinations exams held in 495 locations around the world

Developing the policies

Clear strategy and policy framework

Priorities for HWU

Consultation must be inclusive

Academic and Professional Services staff

All campus locations

Consultation methods must be varied and appropriate

Obvious – different timezones

Less obvious – cultural differences

Due process vital for all to be engaged

Articulating the policies

Consider the users

Short policy documents

Longer procedural guidelines

Summary briefing papers

(for busy staff!)

IDENTICAL ACADEMIC STANDARDS; DIVERSITY OF LEARNING EXPERIENCES

DATE: NOVEMBER 2013 LEARNING AND TEACHING BRIEFING PAPER 9

References and Further Information Contact: qualityenhancement@hw.ac.uk See Academic Policy Bank: http://www.hw.ac.uk/committees/ltb/ltb-policies.htm

1. See Programme Titles, Learning Outcomes and Courses: Policy for further details, including permitted variants http://www.hw.ac.uk/quality/resources/multi-policy.pdf; Briefing Paper http://www.hw.ac.uk/quality/resources/multi-briefing.pdf

September

HERIOT-WATT UNIVERSITY ACADEMIC REGISTRY

Learning and Teaching Briefing Papers This briefing paper has been produced by the Academic Registry and is one of a series related to Learning and Teaching. The briefing papers aim to provide a concise, informative overview of key policies, and include links to relevant procedures and templates.

Guiding Principle on Multi-Mode, Multi-Location Programmes

Heriot-Watt University is differentiated by the large scale of its provision offered in multiple locations and by multiple modes of delivery. The University highly values, and is proud of, both the spectrum of choice it offers to prospective and current students, and the diversity of benefits and learning experiences available through different study options. However, effective management of multi-mode, multi-location provision and the associated range of learning opportunities require a robust, institution-wide framework for the assurance of academic standards. The University's approach to offering a spectrum of choice and different learner opportunities underpinned by the same academic standards is encapsulated in the following fundamental principle:

Identical Academic Standards; Diversity of Learning Experiences

Identical Academic Standards Refers to both the required level of achievement for HWU awards and the HWU-wide assurance framework for ensuring that identical academic standards are maintained across multi-mode/location programmes. HWU requirements: all versions of a programme must

have identical: learning outcomes; award/programme title; mandatory courses; core knowledge, skills and competencies1

adhere to the University's key policies for assuring the quality and standards of its multi-mode/location provision:

- Code of Practice Part 2: Managing and Assuring Quality and Standards

- Academic Management Structure across Multiple Campuses

- Moderation of Assessment

- Chief External Examiners

- Examinations in Different Timezones

UK requirements: all versions of a programme must

Meet the formal Expectations of the UK Quality Code Be properly located within the SCQF Be consistent with Subject Benchmark Statements

Diversity of Learning Experiences

A wide spectrum of choice of modes and locations of study is available to HWU prospective and current students:

- On campus (3 in the UK and 2 overseas) - With a global network of academic partners - Independent distance learning (IDL)

For current students, - Transfers between campuses - Academic study placements at another HEI - Industry/business placement

The University recognises that the student learning experience is not identical across all modes and locations, but must be sufficient to achieve the same programme learning outcomes

Each mode and location offers a different learning experience: the five campuses each have their own particular features; studying by IDL is necessarily different to studying on campus or with an Approved Learning Partner; work placements offer yet another type of learning experience

the University values and is proud of these different learning experiences and the options they provide to learners from a variety of backgrounds

Communicating the policies

Multiple methods

‘Usual’ channels

Paperwork passed through committees

Presentations to key committees Senate etc

Other channels

Workshops (at different campus locations)

Podcasts online

Senior management presentations at open meetings

Monitoring implementation

The importance of good structures and processes

Supporting and challenging

Processes, checks and balances

Scrutiny and challenge built in

Role for senior management in intervention

Reviewing

Strive to continually learn and enhance

Use internal and external processes