Jisc Draft Benchmarking Tool for FE & Skills on Technology Enhanced Assessment N.B. The headings are alternatives suggested in first round of feedback: which do you prefer? Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Help all learners understand and engage with the requirements and performance criteria for each set task Clear, jargon-free, information accessible to all learners is provided about the assessed task, including length, format, time allowance and date of return with feedback Learners are informed about what constitutes good and poor performance in each assessed task Assessments are identified clearly in schemes of work that are shared with learners Assessments occur regularly and build on skills and knowledge developed over the course Learners are involved in discussion or other activities to establish understanding of learning outcomes and grading/performance criteria Learners take mock exams so they can experience in a low risk environment what is required for summative assessment in a low risk environment Learners express their understanding of the criteria before undertaking a task eg by reformulating the documented criteria in their own words Learners understand what they need to do to improve Learners are involved in judging and comparing 'model answers' ie examples appropriate to their level and context Learners take multiple choice tests before class so that class teaching can focus on areas of identified weakness Learners add their own specific criteria to the general criteria provided by the teacher Learners have opportunities to design example assignment briefs, learning outcomes and grading/performance criteria Learners compare 'model answers' (ie examples appropriate to their level and context) against the criteria and their own or each others’ work Learners submit a cover sheet with each assignment where they make a judgement about how well they have met the criteria (and may also estimate the mark they expect) Learners mark the work of their peers in order to help their understanding of the assessment criteria
Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Support the personalised needs of learners All assessment is designed with accessibility and inclusivity in mind Learners with special needs can submit work and receive feedback in formats adapted to their needs Diagnostic testing is used to support planning for individual learners All learners can provide evidence of achievement in a variety of formats Most learners receive feedback in a variety formats Predicted grades from online tracking systems are used to set appropriate targets for individual learners eg minimum target and aspirational grade All learners receive feedback in a variety of formats including audio, video and text Learners are offered the opportunity to select a topic for assessed work that meets a particular learning outcome Learners are supported and encouraged to use their own technologies, such as smart phones, to enhance their learning Digital tools are used to motivate learners appropriately - sometimes this means making learning more fun eg games, competitions etc All students have an e-PLP (personalised learning plan) or e-ILP (individual learning plan) enabling them to share reflections on achievements, and action plans with teachers and peers Where possible learners are offered the opportunity to negotiate aspects of the timing, topic and format of assessed work Adaptive testing is used to set appropriate targets for individual learners At the end of their course all learners have digital literacy skills appropriate to the level and context of study Ensure feedback leads to improvement Timing of assessments supports effective learning by enabling feedback on a previous assessment to be used subsequently to good effect Feedback is prompt, constructive and supportive, identifying achievements as well as failings Generic feedback eg 'frequently occurring problems' is given in advance of a task Feedback is available online so learners can easily store it and refer to it in future Feedback contains pointers for action to improve future performance (feed forward) Feedback is clearly linked to the stated learning outcomes Learners have opportunities to gain feedback by means other than their teacher eg activities and Learners are offered the opportunity to identify specific aspects of their work they would like feedback on Learners are asked to find examples of feedback they found useful and explain how they acted on it Learners use class time to identify action points for the next assessed task based on their feedback Acquisition of badges motivates further The grade for an assignment is not released until the learner has given a response to the feedback Learners self-assess their own work and teachers provide feedback on the as well as the assignment. Teaching staff use analytical tools to reflect on the feedback they give peer
Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Promote learner employability Learners undertake assessed tasks using digital tools relevant to appropriate vocational contexts Learning activities and assessment are designed with wider skills development in mind. There are consistent approaches to promoting skills such as maths, english and communication and to correcting errors Learners are assessed on digital skills and capabilities and wider employability skills as well as their ability to use specific tools Learners can present a range of digital evidence of their achievement eg images, videos etc Teachers are up to date and proficient in the technologies in use in their vocational context and build their use into assessments Digital tools are used to simulate authentic work environments and situations for assessment purposes Learners use a personal online space to present their achievements to employers Use of digital tools makes it easy to assess group work and give grades and feedback for individual contributions Effective use is made of peer review using digital tools Effective use is made of professional networks on social media as a means of providing feedback to learners on work in progress Develop efficient business processes Text-based assignments can be submitted online Digital tools are sometimes used for marking and feedback Online testing takes place only when required by awarding organisations Some learners' work is securely stored in digital format Many types of assignment can be submitted online Digital tools are routinely used for marking and feedback Online testing is sometimes used to support learners' formative development Much learners' work is securely stored in digital format There is no duplication of process eg paper and online copies existing in parallel Most types of assignment are submitted online Digital tools are used for marking and feedback with very few exceptions Online testing is regularly used to support learners' formative development Most learners' work is securely stored in digital format It is easy to manage access permissions for teachers and internal verifiers to view learners' digital evidence Online submission is normal practice for all assignments (including a digital record where there is no physical artefact being assessed eg a dance performance) Online marking and feedback is normal practice for all assignments (including those where there is no physical artefact being assessed eg a dance performance) All learners' work is securely stored in digital format It is easy to manage access permissions for teachers, internal and external verifiers and employers to view learners' digital evidence Learners can opt to allow others eg potential employers
or other learners to view pieces of work Good practice principle First steps Developing (Emerging) Developed (Established) Outstanding (Enhanced) Support staff in using digital tools for assessment and feedback Optional self-directed learning materials are available for teaching staff to use At a glance guidance on using the available technology is available in all teaching rooms Most teaching staff undertake staff development in using technology for assessment and feedback Technical support is readily available during teaching sessions There are dedicated staff providing training and technical support All teaching staff undertake staff development in using technology for assessment and feedback Use of technology in assessment and feedback practice is written into job descriptions and person specifications for teaching staff Use of technology in assessment and feedback practice is embedded in the teaching staff appraisal scheme All teaching staff are confident in designing learning experiences that make use of technology, using technology to deliver checkpoints (formative assessment) and using technology to monitor learning progress Leadership champions good assessment and feedback practice The strategic plan covers assessment and feedback practice There are a clear set of principles underlying the learning providers' approach to assessment and feedback There is management support for piloting new approaches There are appropriate mechanisms for evaluating innovative approaches and transitioning effective practices into mainstream delivery Governance is in place to ensure business process change and investment in technical infrastructure where this is needed to support improved assessment and feedback practice There is a roadmap for consistent adoption of good practice across multiple sites/following mergers The climate is one where innovative approaches to using digital technologies to enhance assessment and feedback practice are encouraged All learners benefit from good use of technology enhanced assessment regardless of where learning and assessment takes place and who is teaching them There are mechanisms in place for evaluating learning analytics and using this information to inform future planning