Inspera Assessment (the university system for centrally supported digital exams) is supported by the Learning and Teaching Development Service with a range of training options open to all staff. We now have a new training session aimed at Professional Service colleagues due to run on March 9 from 3-4pm. You can sign up via Elements.
This session will introduce the digital exam platform Inspera, and how to support an Inspera digital exam.
Introduction to Inspera
Creating an account
Reviewing crated questions and question sets
Basic functionality including randomisation and question choice options
Allow listing and adding resources
Checking the student view
Entering or amending question marks
Inspera Scan sheets
Who should attend?
This webinar is suitable for any professional services colleague supporting an Inspera digital exam.
Inspera assessment is the University’s system for centrally supported digital exams. Inspera can be used for automatically marked exam questions, for manually marked question types including essays, or for exams with a combination of both.
New functionality has recently been launched that enables colleagues to do more with digital written exams.
Question choice for students
Candidate selected questions is used to give students taking your exam a choice of which questions to answer from a list.
For example in an exam where students need to answer 2 essay questions from a list of 6 questions, you can set this up so that a student can choose a maximum of 2 questions to answer.
How does it work for a student?
If candidate selected questions is used in an Inspera exam the student sees information above each question that shows how many questions to select in total, and how many they have already selected. To choose a question to answer they change the ‘Answering this question?’ drop down box to yes.
Screenshot showing student view of Inspera, with the option to choose whether to answer a question.
If a student starts answering a question without changing the ‘Answering this question?’ drop down box, Inspera automatically changes it to ‘Yes’.
When they have selected the maximum number of questions, the student cannot start answering any more questions. However, if they change their mind about which question(s) they want to answer, they can simply change the ‘Answering this question?’ drop down to no, and select a different question instead.
How does it work for a marker?
A marker only sees answers to the questions that a student has chosen to answer.
As students can only submit answers for the maximum number of questions they are allowed to choose, this means you can say goodbye to the dilemma of trying to work out which questions to mark when a student has misread the instructions and answered too many questions!
How can I use it in my exam?
The Candidate selected questions function is available when you are authoring a question set for an Inspera digital exam. Find out more in the Inspera guide for Candidate selected questions.
Rubrics for marking
You can now create a rubric to use for marking any manually marked question type in Inspera. Rubrics allow you to build the assessment criteria for an exam question into Inspera, and use them in your marking.
Choose whether you want to use a quantitative rubric to calculate the mark for a question, or a qualitative rubric as an evaluation and feedback tool, and then manually assign the mark.
How to introduce a rubric for your exam
When you are creating the exam question in Inspera, set up the rubric you want to use for marking that question. The Inspera guide to rubrics for question authors explains how to create a rubric and add it to your exam question.
If you’ve chosen to use one of the quantitative rubric types, as you complete it the student’s mark for the question will automatically be calculated. If you’ve chosen a qualitative rubric, once you’ve completed the rubric use it to evaluate the student’s answer and help you decide on their mark for the question.
You can choose to add feedback to the candidate in the box below the level of performance you’ve selected for each criterion (you can see an example of this in the image below).
Screenshot of the Grader view of a sample points-range rubric in Inspera
Want to learn more about using Inspera for digital exams?
Come along to a webinar to learn about creating exam questions or marking in Inspera.
Enroll onto the Inspera Guidance course in Canvas to learn about Inspera functionality at your own pace.
Find out about the process to prepare an Inspera digital exam, and how the Digital Assessment Service can help on the Inspera webpage.
Contact digital.exams@newcastle.ac.uk if you have questions or would like to discuss how you could use Inspera for a digital exam on your module.
** Deadline Extended to 4 March to Join a Working Group **
This online partnership event is an excellent opportunity for the region’s 5 universities (Durham, Newcastle, Northumbria, Sunderland, Teesside) to come together and share ideas. This year’s event will focus on Innovations in Learning. The keynote speaker for the conference is Prof Chris Headleand, NTF.
The conference/call for abstracts is open to colleagues and students from the 5 universities.
Get involved
1. Submit an abstract. The call for abstracts is now open, closing on 2 May 2023.
2. If you have a special interest in Student Retention or Doctoral Training join a working group by 4 March. These cross-university working groups will meet online in the lead up to the conference and present and host sessions on the day.
Are you interested in student co-creation but unsure of the benefits, how to get involved or where to start?
If so, you might be interested in reading my review of the recent AdvanceHE symposium on Student Co-creation, which includes highlights from the event, variations and benefits of student co-creation, scholarship and the student’s voice.
The day was packed with insightful, exciting and innovative talks from international colleagues and students across the HE Sector. There was such an exciting buzz in the air all day and you couldn’t help but admire the enthusiasm from students passionate about working with educators and developing agency in their own learning experiences.
Keynote Speaker: Catherine Bovill, University of Edinburgh
The day began with Catherine talking passionately about ‘The transformational potential of co-creation from a classroom perspective both in person and online. She spoke of the many variations of student co-creation, highlighting some of her own research and scholarship along the way. Catherine shared a Co-creation of learning & teaching typology (Bovill 2019) which identifies how you might initiate co-creation, within what context and whether those sorts of activities are staff-led, student-led or both – some included in the table below:
Paper available from A co-creation of learning and teaching typology: What kind of co-creation are you planning or doing? (Bovill 2019)
Interestingly, this research mainly focused on students co-creating when they are already part of a programme or module – with activities such as co-creating assessments, designing essay questions or working with students to co-design what might be taught in coming weeks.
From the research undertaken by Catherine, and other scholars she mentioned, there are clearly a lot of benefits of student co-creation for students and staff, some of which I’ve noted below:
Increased student engagement and motivation for learning
Increased meta-cognitive awareness, sense of identity and belonging
Enhancements in teaching and classroom experience
Enhanced academic performance
Transformation in assessment performance and less focus on grades and more on learning
Enhanced feelings of belonging, feeling valued
More culturally responsive and inclusive
Liberating for teachers
Increased confidence through relationship building and trust
For me that last point on relationship building and developing trust are the key ingredients to any form of curriculum co-creation, whether that’s student-staff co-creation or staff-staff co-creation, both require positive relationships but also build positive relationships – which then leads to all those other benefits above!
Bovill, C. (2020) Co-creating learning and teaching: towards relational teaching in higher education. St Albans: Critical Publishing.Bovill, C. (2019)
A co-creation of learning and teaching typology: what kind of co-creation are you planning or doing? International Journal for Students as Partners3 (2) 91-98: https://doi.org/10.15173/ijsap.v3i2.3953
Student Co-creation at Newcastle
As my role focuses on working with specific programme teams to redesign or design new curricula, I was interested in finding out how colleagues across the sector have engaged students in new programme design – a particular challenge when students aren’t already invested in the programme. I managed to catch Catherine during a coffee break to chat about this and was comforted that this isn’t just a challenge for us, it’s a sector-wide challenge. From our chat I’ve identified some approaches that we could use at Newcastle:
Organise staff, student and graduate panel discussions as part of the curriculum review process
Provide money incentives – involve students from the outset through schemes such as Jobs on Campus
Provide other incentives – if the budget doesn’t stretch to Jobs on Campus, would a Digital Badge incentivise students to get involved? There is robust meta-data behind these badges that employers recognise as authentic
What I realised from this symposium, and from being around all these enthusiastic students, is students are eager to get involved in shaping their own education. Student co-creation in any variation can have positive benefits not just for the students and educators but for the University as a whole.
Excitingly, we also had representation for Newcastle University at the AdvanceHE symposium. Helen Elliott, our Student Experience Manager and Meg Hardiman a second-year student in English Literature with Creative Writing, presented their work on ‘Why Can’t Module Choice be More like Netflix?’
Their work focused on finding out what information students need to make a confident choice during module selection. A student co-creation project that used Agile Methodologies.
Here at Newcastle, we have some great examples of student co-creation:
In LTDS we are working on developing support and guidance on student co-creation and would love to include some of your case studies, so if you have examples do get in touch ltds@ncl.ac.uk
Parallel sessions – what stood out!
There were of course many other motivating and interesting sessions at the Student Co-creation symposium. I was particularly inspired by the student co-creation examples from The University of Manchester, and the University of Dundee.
Dr Nicholas Weise (Senior Lecturer / Teaching & Learning Enhancement Lead –Department of Chemistry) shared their approach to co-creating the curriculum with Commuter students (a student group that has lower rates of progression and success than other student groups) so that they feel less isolated, feel seen and heard and are able to engage in more social and networking opportunities. Through a flipped teaching environment students were given the opportunity to co-design active learning sessions and have a voice in designing aspects of the curriculum, such as learning outcomes, lecture content, and formative and summative assessments. What really caught my attention was how they rewarded and recognised student contributions. The University of Manchester has set up a programme, the Leadership in Education Awards Programme (LEAP) for all students (UG, PGT and PGR) and is supporting students, involved in co-designing curriculum, to gain recognition as Associate Fellowship of the Higher Education Academy (AFHEA).
Dr James Brooks (Senior Lecturer in Electrical Engineering and the Academic Lead for Pedagogy within Science and Engineering) at Manchester University talked about student involvement in co-designing a course from scratch with student partners. The extent of the involvement in the co-design had real positive impacts on the students, their experience and their grades. James’ students gave summaries of past material in the lectures, live constructive criticism of the lecture, and formal and informal peer feedback on assessments. They co-designed the marking criteria in the lectures, specified the grade descriptors in the lectures and created learning materials to evidence their learning – some really great examples of engaging students in their own learning experiences and assessments!
Dr Paul Campbell (Physics Division, University of Dundee) perhaps won the award for the most innovative and fun example of student co-creation (there wasn’t actually an award for that but he’d of won, I’m sure 😊). Inspired some time ago by The Apprentice, students on a Physic module are tasked with working in groups (typically of 5 or 6 students) to:
Develop a 4/5 minute YouTube video that ‘informs, educates and entertains’* on one aspect of this module.
Exercise represents 10% of the overall module score.
Hard deadline set at the last scheduled class slot of that 11 week academic term.
Marking scheme provided [including a peer assessment component].
Students then take complete creative control.
Students really got creative with these videos and had lots of fun, and the benefits were clear, including:
Improved Subject Attainment.
Enhanced Student Experience.
Enhanced employability (URL link to CV).
Cultivation of true team working and identification of distinct employment roles.
There are also a lot of benefits for educators:
Improved attainment.
Inexpensive in terms of facilitation of kit and time investment.
Fabulous recruitment tool.
Facilitates true insight to both academic and character traits that serve towards generating accurate job references with demonstrable excellence.
Also serves towards the development of rapport and enhanced confidence in the senior phase
Take look at one of the videos on Youtube and see what you think!
Thanks for taking the time and reading my blog post on student co-creation. Please get in touch if you are interested in chatting about student co-creation or in sharing your practice!
Michelle Barr, Learning Design & Curriculum Development Advisor (LTDS)
Inspera Assessment, the University’s system for centrally supported digital exams, launched for the 21/22 academic year. A key part of understanding how we better use digital exams is to consider ways to improve the student experience of taking a digital exam. Following the launch, the Learning and Teaching Development Service (LTDS) asked for student feedback from those who took a digital exam in 21/22.
142 students submitted their feedback.
Here are our findings:
65% of students were somewhat or very satisfied with their overall experience of taking their exam using Inspera.
Results of the Inspera Student Evaluation
How easy is Inspera to use?
81% of students found starting their Inspera exam somewhat or very easy.
80% of students found handing in/submitting their Inspera exam somewhat or very easy.
When asked to compare a written exam paper and an Inspera paper which included written questions where students could type their answers, 63% of students stated they found it somewhat or much better using Inspera.
Is Inspera better for Take Home or on Campus PC cluster exams?
85% of students were somewhat or very satisfied with their overall experience of using Inspera for their take home exam(s).
73% of students were somewhat or very satisfied with their overall experience of using Inspera for their PC Cluster exam(s).
Thoughts for the future
Inspera seems to be a hit with students overall; the experience of using it is largely positive, with Inspera Take Home papers gaining the highest satisfaction scores. PC Cluster Inspera exam satisfaction scores showed the majority of students were satisfied with their overall experience. Feedback clearly indicated many students felt re-editing written answers works well in Inspera (and is better than trying to edit paper based written exams).
The most common concern raised was around plagiarism. LTDS is keen to work with colleagues to alleviate student concerns and ensure that the provision is developed and supported going forward.
LTDS opened its provision for digital exams to all modules, and the number of planned digital exams for 22/23 has increased.
To better support students before their exam, the LTDS recommend students practise with Inspera. Our survey showed 60% of students tried at least one demo before their main exam; we’d like to get that figure up! Practice exams can help with learning to use the tool and they are accessible via Canvas.
The University Education Development Fund provides grants of up to £10,000 to support the development of new approaches to learning and teaching across Newcastle University.
Two strands of funding are available:
Up to £2,500 for projects focused within an individual academic unit through the Responsive strand.
Up to £10,000 for projects with collaboration across academic units through the Strategic strand.
Chaired by the PVC Education, the fund offers a fantastic opportunity to propose and deliver projects with real benefit to student education. Applications should further the aims and key themes of the Education Strategy.
We are pleased to announce the launch of the University process to determine our nominees for the 2023 National Teaching Fellowship (NTF) and Collaborative Award for Teaching Excellence (CATE) Scheme.
The NTF Scheme is a highly prestigious award celebrating excellent practice and outstanding achievement in learning and teaching in higher education. The awards support professional development in learning and teaching and provide a national focus for institutional teaching and learning excellence schemes. The CATE awards celebrate collaborative work that has had a demonstrable impact on teaching and learning.
In previous years, Newcastle University has had 16 NTFs awarded and three CATE award winning teams. Read more from previous year’s National Teaching Fellows and CATE award winners.
Nominations are welcomed from all members of staff who feel their/their team’s work has a major, positive impact on student teaching and learning. Staff and teams who would like to be considered need to submit a maximum of 1000 words which address the following criteria:
Your personal practice/Your team’s practice and why this should be recognised as outstanding
Your/your team’s impact on colleagues, both internally and externally
Your reflection on the above.
Nominations should be sent electronically to ltds@ncl.ac.uk by 12pm on Friday 11 November 2022.
The Learning and Teaching Conference 2023 will showcase effective, creative and collaborative approaches to learning and teaching across the University.
The 2023 Conference will take place on Thursday 30 March 2023. More details on the conference’s theme and keynote speaker will follow shortly. Please put the date in your diary and keep a look out for further updates.
You told us that reflective templates would help you to make more of students’ learning. Structured reflective templates give students prompts to enable them to record their learning and add tags that will help look back and build up a portfolio of learning to demonstrate competencies, knowledge and skills that secure that next step.
Following demand from colleagues and students, and a successful pilot in academic year 2021/22, structured reflective templates will be available within NU Reflect from the 1st August 2022. The Templates area will allow you to create bespoke reflective templates or choose from predefined templates, to support structured student reflection within your programme/module contexts.
Each template will offer guidance text to support students to write qualitative, impactful reflections in different context, e.g., for personal development, against course specific competencies, etc., providing a meaningful way to engage with reflection, leading to a developed understanding of the reflective process and more autonomy to engage with it throughout the learning journey.
More information on the Templates area of NU Reflect is available on the Learning and Teaching @ Newcastle website. Case studies from pilot participants highlighting the positive impact the templates had on teaching and learning will be available soon.
If you would like to find out more about how you can implement reflective practice within your programmes/modules, please contact LTDS@newcastle.ac.uk
Are you interested in using student engagement data to support the student learning journey?
The University has entered a tender process to acquire a Learning Analytics system that informs and supports students’ attainment, engagement, and wellbeing journeys in one centralised interface, putting students at the heart of decision-making about their ongoing development.
We are looking for volunteers to take part in usability testing as part of the system procurement process. Testing will take place between 1st August to 12th August 2022, and you can complete the testing tasks at any time over this period.
If you are interested and have capacity to participate, your contribution will be a key part of the evaluation stage of the tender process and will have a direct impact on which Learning Analytics system the University introduces from next academic year.
Usability testing is open to all University colleagues. To participate you need to commit to test all systems that meet the University’s mandatory requirements, which we estimate may be between 2 and 4 systems, to ensure that the evaluation process is fair. We will be able to confirm the number of systems being tested the week before testing begins.
Full instructions will be provided for each testing task, and you can complete the tasks at any time that suits your schedule over the usability testing period.
