7006CRB Designing Curriculum in a HE
Portfolio of Evidence for UKPSF
M08ODL / 7001CRB Developing and Enhancing Assessment and Feedback in HE
Portfolio of Evidence
Courses and modules under consideration
Name of Course: MSc in Air Transport Management
Module: 7077 MAA Aviation Finance, Economics & Business Decision Analysis
Name of Course: BSc Aviation Management
Modules: 206AAE Operational Research for Aviation Management
101MAA Aviation Strategy, Economics and Finance
Profile of cohorts
Figure 1. Total number of students by nationalities (Level 4 + Level 5 + Level 7)
Current assessment and feedback practices: Examples
Assessment Purposes
1. Assessment of learning. This is a traditional assessment that involves making judgements about students’ summative achievement for purposes of selection and certification. Note that in this case, the clear assessment criteria should be designed and, as a rule, awarded marks are included in the final grade of the course/ module / award.
2. Assessment for learning. In most cases this is formative assessment that helps lectures gain insight into what students understand in order to response to the needs of the learner. Typically, assessment tasks are accompanied by helpful feedback to students on their performance and how it can be improved and/or maintained. Reflective practice by students sometimes contributes to formative assessment (QAA, 2018).
3. Assessment as learning. The purpose of this assessment is to engage the student in assessment, using feedback, participating in peer and self-assessment, self-monitoring of progress. As a result of applying this kind of assessment tasks, students should better understand the learning process, the module learning outcomes and assessment criteria. Ideally, students develop an awareness of how, what and why they learn and take on increased responsibility for their learning.
The crucial concepts that form assessment principles are students’ assessment literacy, authentic and inclusive assessment tasks, feedback and fairness in marking and moderation.Price et al. (2012) suggest that student assessment literacy encompasses: an appreciation of the relationship between assessment and learning; a conceptual understanding of assessment; understanding of the nature and meaning of assessment criteria and standards; skills in self- and peer assessment; familiarity with assessment techniques; and the ability to select and apply appropriate approaches to assessment tasks. Carless, D. (2015) added to this list an understanding of attribution and plagiarism.
Another important concept in educational system is authentic assessment, which should (CU, n.d.):
- be challenging with real-world problem-solving situations;
- be in the form of a performance or product;
- ensure transfer of knowledge to new situations;
- allow for critical reflection and self-evaluation of personal development;
- allow opportunity for discussion and feedback, thus value collaboration.
Husbands & Pearce (2012) emphasises the importance of one more concept such as inclusive pedagogies, which takes the diverse needs of a range of learners and student equity into account. QAA (2018) considers the inclusive and equitable assessment as an equal opportunity for every student to demonstrate their achievement of learning outcomes through the assessment process, with no group or individual disadvantaged. The following is a quote that reflects the basic idea of achieving inclusiveness: “In designing assessments, the needs of students are considered, including those studying at different locations, from different cultural/educational backgrounds, with additional learning needs, or with protected characteristics” (QAA, 2018, p. 5).
Below the examples of the implementation of these principles and concepts in teaching the modules under consideration will be analysed.
Example 1. Assessment for learning, Assessment as learning and Assessment of learning
Principle: Formative tasks link to summative tasks
Module: 101MAA Aviation Strategy, Economics and Finance
Learning Outcomes: Examine the strategic, economic, and/or financial elements of airlines across different strategic, economic, and/or financial areas.
Formative task
Student presentations of the airline’s strategy for the investor (task time is 30 minutes, tutorial)Download
Module: 206AAE Operational Research for Aviation Management
- Formative task and Instructions for students:
- Examples of feedback provided
Kristina Marintseva 