TESTA Summit, Woburn House London (September 2013)
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Transcript of TESTA Summit, Woburn House London (September 2013)
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TESTA Summit: Overview and Themes
Dr Tansy Jessop TESTA Project Leader
Woburn House16 September 2013
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21 universities here today engaging with TESTA
> 35 UK universities using TESTA (or planning to)
> 100 degree programmes International dimensions - TESTA in Australia,
India, USA National reputation
TESTA in HE sector
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Politician-speak
David Willetts Minister for HE
At the University of Winchester the TESTA project has shown that by using teaching quality performance indicators HEIs can significantly improve students’ educational experience. This blueprint is being widely used…HEPI Conference May 2013
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Glasgow
Greenwich
Canterbury Christchurch
Edinburgh Napier
Edinburgh
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Google Analytics 12 Sept 13
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Whole programme evidence Student voice, statistical and programme
data Off-the-shelf methods online Particular evidence – Aha! Moments Collegial and collaborative approach Rethinking unintended consequences of
modular systems
Why has TESTA worked?
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TESTA
“…is a way of thinking about assessment and feedback”
Graham Gibbs
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1. Huge variations in practice2. Emphasis on summative assessment3. Lack of formative assessment4. Huge variety of assessment types, un-
sequenced5. Students describe lack of common
standards and approaches6. Students not clear about goals and
standards
Main TESTA findings
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Between 12 and 68 summative tasks Between 0 and 55 formative tasks From 7 to 17 different types of
assessment Feedback returned within 10 - 35 days 936 written words of feedback to
15,412 words 37 minutes to 30 hours of oral
feedback 0% to 79% of assessment by exams
Variations on 23 UG programmes in 8 universities
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TESTA in the disciplines – LEAF project; Creative subjects in the USA, disciplinary paper;
TESTA to support periodic review - Coventry, Dundee, Winchester; UCL.
TESTA on different types of degrees – Undergraduate, Masters, Blended learning;
TESTA in different country HE systems; TESTA for efficiencies and better learning.
New directions
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Measuring and showing impact Encouraging coherent programmatic strategies Rethinking relationship of formative &
summative Embedding TESTA in periodic review systems
without them becoming tick box Developing more explicit links with theories of
how students learn Involving students more
Challenges
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Rethinking formative and summativeTasting soup (Stake, 1991)
Formative
Summative
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Celebrating an informal community Sharing experience and wisdom Identifying challenges and opportunities Improving how and what TESTA does Shaping how TESTA moves forward
What today is about