TESTA Summit: Overview and Themes

Dr Tansy Jessop TESTA Project Leader

Woburn House16 September 2013

21 universities here today engaging with TESTA

> 35 UK universities using TESTA (or planning to)

> 100 degree programmes International dimensions - TESTA in Australia,

India, USA National reputation

TESTA in HE sector

Politician-speak

David Willetts Minister for HE

At the University of Winchester the TESTA project has shown that by using teaching quality performance indicators HEIs can significantly improve students’ educational experience. This blueprint is being widely used…HEPI Conference May 2013

Glasgow

Greenwich

Canterbury Christchurch

Edinburgh Napier

Edinburgh

Google Analytics 12 Sept 13

Whole programme evidence Student voice, statistical and programme

data Off-the-shelf methods online Particular evidence – Aha! Moments Collegial and collaborative approach Rethinking unintended consequences of

modular systems

Why has TESTA worked?

TESTA

“…is a way of thinking about assessment and feedback”

Graham Gibbs

1. Huge variations in practice2. Emphasis on summative assessment3. Lack of formative assessment4. Huge variety of assessment types, un-

sequenced5. Students describe lack of common

standards and approaches6. Students not clear about goals and

standards

Main TESTA findings

Between 12 and 68 summative tasks Between 0 and 55 formative tasks From 7 to 17 different types of

assessment Feedback returned within 10 - 35 days 936 written words of feedback to

15,412 words 37 minutes to 30 hours of oral

feedback 0% to 79% of assessment by exams

Variations on 23 UG programmes in 8 universities

TESTA in the disciplines – LEAF project; Creative subjects in the USA, disciplinary paper;

TESTA to support periodic review - Coventry, Dundee, Winchester; UCL.

TESTA on different types of degrees – Undergraduate, Masters, Blended learning;

TESTA in different country HE systems; TESTA for efficiencies and better learning.

New directions

Measuring and showing impact Encouraging coherent programmatic strategies Rethinking relationship of formative &

summative Embedding TESTA in periodic review systems

without them becoming tick box Developing more explicit links with theories of

how students learn Involving students more

Challenges

Rethinking formative and summativeTasting soup (Stake, 1991)

Formative

Summative

Celebrating an informal community Sharing experience and wisdom Identifying challenges and opportunities Improving how and what TESTA does Shaping how TESTA moves forward

What today is about