Innovations in assessment: the role of blended learning as a support mechanism for assessment

Sarah Field and Lucy Jones (University of Brighton) presented the findings of a study investigating whether blended learning strategies offer opportunities for formative assessment within a law with business degree programme.

Sarah and Lucy’s slides are embedded below, and you can also download their full paper (Word file, 22 pages, 269 KB) at the bottom of the page.

A motivating factor underpinning the research was the need for additional formative assessment and feedback, particularly in law modules where assessment takes the form of a 100% seen examination. At the same time the research sought to investigate whether blended learning innovations were actually improving student learning. Concerns about ethical practice (particularly with regard to coursework) and the global context in which education takes place formed a backdrop to the project.

It is well established that good assessment goes to the heart of the student learning experience – the Quality Assurance Agency’s Code of practice: assessment of students (2000) notes that feedback should “promote learning and facilitate improvement”, and Nicol & Macfarlane-Dick (2006) argue that ‘feed back’ and ‘feed forward’ should be systematically embedded in curriculum practices.

Blended learning is increasingly used as a means to produce improved learning outcomes (Mason & Rennie, 2006; HEFCE, 2009), but while increasingly used in many fields within law it remains in its infancy. This study explored the use of blended learning as a means of offering additional opportunities for formative feedback without imposing greater burdens on ever beleaguered colleagues.

As a pilot study blended learning was introduced into two of the foundations of law modules, one in year one and one in year two. The former served as a means of introducing learning technologies to the students, while the latter formed the basis for research into the role of blended learning in a module assessed by a 100% seen examination paper. The initial stage of the project was completed in July 2009.

The knowledge obtained from the project may lead to a more integrated and innovative approach to teaching and assessment, both in law and other disciplines. The project evaluation will elucidate how practical benefits operated at two different levels – in terms of efficiency on the part of the institution, and of enhancement in terms of the student learning experience. The project also demonstrates that blended learning is capable of supporting shifts in assessment practices – a renewed approach to assessment by examination may find resonance in a sector increasingly concerned with the ethics of coursework.

References:

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• HEFCE (2009) Enhancing learning and teaching through the use of technology: a revised approach to HEFCE’s strategy for e-learning Bristol HEFCE
• Mason R & Rennie F (2006) E learning: the key concepts London: Routledge
• Nicol D & Macfarlane-Dick D (2006) Formative assessment and self regulated learning: a model and seven principles of good feedback practice (PDF file) Studies in Higher Education 31(2):199-218

Ben Fitzpatrick (University of York) reports:

The context of the research was a transition in summative assessment on the criminal law module from 70% unseen examination and 30% coursework to a 100% SEEN examination. Prior to the research, a formative assessment opportunity was available on the module, but the take-up was relatively low and the resources involved in constructing feedback were arguably disproportionate.
 
Over the course of two academic years the quantity of face to face seminar provision was considerably reduced, with a correspondingly greater proportion of online provision in the form of seminar/assessment type questions, which became progressively more demanding as the year proceeded. Students had an opportunity for some of their work on these questions to be formatively assessed – take up was higher than when formative assessment was paper-based. The seen examination was a vehicle for reducing the summative burden on assessors and for addressing issues relating to academic misconduct which were relevant in the context of the coursework, while avoiding what would have been viewed as a retrogressive move to a 100% unseen examination. The examination paper was released two weeks prior to the sitting, and contained two compulsory problem questions and a choice of essay questions.
 
The research surveyed students and tracked their use of the blended learning platform, which suggested an increased level of engagement with the module than had been the case under the older modes of delivery. Students reported appreciating the flexibility of the blended approach – albeit that they seemed to undertake some of their work during what would have been normal F2F seminar times. There was also some evidence from students that the new format was encouraging independent learning. Finally, there was some evidence, from the criminal law module and also a module in public law, of better performance in assessment in those areas of the modules covered by e-learning.
 
With regard to the risk of collusion in the context of the advance issuing of the examination paper. Sarah and Lucy reported that there had not been any evidence as yet. The lack of face to face seminars created a resource to absorb the marking burden which accrued through the submission of students’ work for formative assessment.
 
The transition over two years to the new format was a sensible move, making for a more rational use of academic time than with a more radical single step change. It also creates a space for ongoing reflection in action.

About the presenters

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Sarah Field is a senior lecturer at Brighton Business School. She teaches and supervises both undergraduate and postgraduate students and is a member of the Faculty Academic Board. Sarah was awarded a learning and teaching fellowship by Brighton’s Centre for Learning and Teaching in 2008 (with Lucy Jones) and is currently pioneering the use of blended learning in law.
 
Lucy Jones is a principal lecturer and LLB Course Leader at Brighton Business School. She has extensive experience in teaching and supervising students at both undergraduate and postgraduate levels and is currently investigating the use of electronic resources to support learning.

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Last Modified: 9 July 2010