Synoptic Learning and Assessment: Case Studies and Experiences

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Synoptic Learning and Assessment Case Studies
and Experiences
Andrea Gorra, Jakki Sheridan-Ross Leeds
Metropolitan University Phyo Kyaw Durham
University
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Synoptic Assessment overview and objectives

• The assessment for two or more modules may be
  combined to form a single assessment
• Synoptic Assessments were introduced to-
• help students to make connections between
  modules,
• assessments more significant,
• and to reduce students and staff workload.

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Synoptic Learning and Assessment Case Studies
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Case study 1 at Leeds Met - Overview of the
modules involved in the SA and marking Scheme
synoptic assessment
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Case study 2 at Durham Overview of the modules
involved in the SA
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Outcomes from both case studies
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Impact on students learning

• Case study 1 at Durham
• Originally intended learning outcomes may have to
  be modified and extended
• It was observed that the students attainment was
  not changed since the SA was introduced since
  2005-06.
• Case Study 2 at Leeds Met
• Change of curriculum design with introduction of
  SA doing project management, students are
  applying skills theyve acquired in the first
  semesterOther issues group work,
  peer-assessment, and form of assessment
• Quotes from students
• Less work. More engaging. Better support from
  more members of staff. SEG members who arent
  designing/implementing that database still can
  understand it.
• It proved very useful as we were able to
  integrate both assignments together.

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Impact on students perceptions and workload

• Positive impact observed from both case studies
• Close to the real world
• Factors that affect students perception
• Summative and formative assessments
• Approach to Synoptic Assessment (i.e. Bottom-up
  or top-down)
• sell it right to the students
• Factors that affect students workload
• Forms of assessment (e.g. essays, code,
  presentation)
• Number of deliverables may affect the student
  workload
• Level of integration (e.g. reusing deliverables
  or just re-applying shared concepts)
• Quotes from students-
• Nice to see how the theory fits with the real
  world
• Very good idea since it gets you thinking about
  SEG at the same time

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Impact on staff perceptions and workload

• Increase in workload for planning and management
  of SA
• Defining marking strategy collaboratively
• Marking workload depends on type of assessment
  (e.g. workload may not decrease as still two
  staff members have to mark it) (D)
• At Leeds Met, it is also observed that increased
  staff awareness on approach leading to staff
  interest in pedagogic research

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General guidelines and best practice

• Preliminary organisation and establishment of
  assessment criteria
• Frequent communications and collaboration amongst
  staff members
• CS subject areas must have a natural fit, i.e.
  The SA should only be applied when it clearly
  benefit students learning
• Consider potential impact on student failing the
  level, e.g. not make synoptic assessment 100 of
  all marks

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General guidelines and best practice (cont.)

• The SA should be transparent to the students and
  student learning
• Consider the right form of assessment
• Deliverables - if fewer, then reduction of
  workload for students, not always for staff
• Provide Synoptic Learning Environment as well as
  Synoptic Assessment

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Conclusions

• We are in the process of constructing general
  guidelines for SA in the form of patterns to
  allow easy dissemination.
• More evaluation work
• Measurements on Students attainment
• Construct explicit guidance on the objectives of
  subject specific content.