Programme Assessment Strategies: Learning from a decade of PASS
Prof Peter Hartley, Independent Educational Consultant, Visiting Professor at Edge Hill University, National Teaching Fellow, Formerly Professor of Education Development at Bradford and Professor of Communication at Sheffield Hallam
There is growing interest in programme assessment strategies – developing assessment practices across a course or programme which provide students with a more coherent grasp of overall learning outcomes. Several UK Universities have made commitments towards more integrated programme-level assessment to improve both student performance and satisfaction and the staff experience of assessment. These initiatives have often used resources and case studies from the PASS project – the NTFS Group Project which aimed to define and evaluate what we called ‘programme-focused assessment’.
We start by revisiting issues which PASS identified back in 2010 as typical consequences of modular systems and question whether these issues remain the most significant we have to resolve. We then evaluate how far specific practical and policy developments (influenced by PASS and related projects like TESTA) provide a solid basis for future development.
Participants will gain a critical overview of programme assessment alongside practical techniques and guidelines which they can apply to their own context/practice.