An action research project to explore the effect of a pre-assessment intervention with undergraduate occupational therapy students

An action research project to explore the effect of a pre-assessment intervention with undergraduate occupational therapy students

Anita Volkert

Abstract

This action research study was conducted with 40 undergraduate occupational therapy students completing a Level 6 module. Following identification of the issue of student performance in the module assessment, an emancipatory action research cycle was implemented (Atwal, 2002), consisting of a pre-assessment intervention (Rust et al., 2003) to enhance student understanding of the assessment criteria being used. Results were gathered via reviewing student performance and comments from student module evaluations. Reflection and wider implementation of the action was then completed. The project resulted in an indication of improvement in student performance in the module assessment and a reported increase in student engagement. Findings suggest the need to include some form of formative feedback or pre-assessment intervention in all undergraduate modules in health and social care education. Recommendations for further research are discussed.

Keywords

Action research; assessment; formative feedback

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Assessment and International Students – black African Social Work students

Angie Bartoli

Abstract

This evaluative study focuses on the perceptions of black African (international and home) students on an under-graduate social work programme. In particular this paper will consider the more traditional assessment of examinations, where the students perceived that their grades were higher due to a familiarity with the assessment strategy. In contrast, they referred to the bewildering ‘other world’ of less familiar assessment processes which demanded a deeper level of critical thinking skills for example in assignments. This evaluation aims to consider whether the African students’ perceptions that their academic grades fared better dependent on the assessment process is in fact a reality compared to other less familiar ones.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

How might inclusive approaches to assessment enhance student learning in HE?

John Butcher, Paul Sedgwick, Lisa Lazard, Jayne Hey

Abstract

This article reports some of the results from an investigation into issues around inclusivity in assessment undertaken at the University of Northampton (2009-2010). The Assess4success research project was conducted within a framework provided by the Higher Education Academy Summit programme on inclusive learning and teaching, and sought to explore the extent to which inclusivity, (a high level commitment in the university’s access and teaching policies), was embedded in students’ experiences of assessment. Drawing on internal quantitative data across the institution suggesting specific groups were more likely to struggle with summative assessment in Year 1, and qualitative data exploring sample student experiences in relation to formative assessment tasks, a series of generic recommendations to enhance the inclusivity of assessment practice both in the host institution and across the sector are offered.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index