{"id":6938,"date":"2023-03-09T14:49:08","date_gmt":"2023-03-09T14:49:08","guid":{"rendered":"https:\/\/blogs.ncl.ac.uk\/ltdev\/?p=6938"},"modified":"2023-03-13T08:56:11","modified_gmt":"2023-03-13T08:56:11","slug":"visualising-programme-level-assessment","status":"publish","type":"post","link":"https:\/\/blogs.ncl.ac.uk\/ltdev\/2023\/03\/09\/visualising-programme-level-assessment\/","title":{"rendered":"Visualising programme level assessment"},"content":{"rendered":"\n

As part of our Assessment and Feedback Sprint Series. A small team of students and colleagues have been investigating the question: <\/p>\n\n\n\n

How do we articulate a meaningful programme experience that ensures a cohesive assessment journey for all of our students?<\/p><\/blockquote>\n\n\n\n

Feedback (Stage Surveys, NSS etc.,) tells us that students and colleagues struggle to see assessments from a programme perspective and this disconnection can lead students to feel like assessment isn\u2019t part of a wider programme and that their skills\/feedback don\u2019t link across modules and assessments.  <\/p>\n\n\n\n

Being able to visualise the assessment journey across a stage or programme is important because, as one colleague said, <\/p>\n\n\n\n

\u201cAn assessment journey builds confidence in the education (and the education provider) and underscores the importance of each individual assessment towards an overarching goal. Articulation of assessment journeys allows for broader reflection and helps explain the skill development (rather than focussing on siloed, module specific content).\u201d<\/p><\/blockquote>\n\n\n\n

An overview of some of the visuals we found from within Newcastle University and other HE Institutions are shown below. In summary, we found a range of approaches, often highlighting the \u2018journey\u2019 through the stage or programme, making it easier for students to reflect on progress. <\/p>\n\n\n\n

\"\"<\/a><\/figure>\n\n\n\n

What have we created?<\/h2>\n\n\n\n

Using these findings, we created some template visuals which were then validated by colleagues and students along with feedback incorporated from our first showcase. <\/p>\n\n\n\n

We decided to create a variety of templates to reflect diverse practices\/skillsets across programmes and areas. Some are more suitable for Semester-based programmes and others for block-taught programmes. <\/p>\n\n\n\n

You can explore these yourself:<\/p>\n\n\n\n