The assessment and feedback lifecycle shown below was developed by Manchester Metropolitan University and has already been adopted/adapted by a range of other HEIs. At our EMA Think Tank on 14th May we discussed the model with a range of HE providers and there was general support for the idea that a generic model could be used by the sector in various ways such as:
• a means of helping individual stakeholders take a holistic view of assessment and feedback activities
• a prompt to support academic decision making during curriculum development
• a starting point for process review and improvement
• a starting point for a technology roadmap
• a means of clarifying requirements to system suppliers
Such a model needs to recognise that there is no such thing as a ‘one-size-fits-all’ approach (usually even within a single institution) rather it is a framework to stimulate discussion. There is the potential to turn such an approach into a toolkit similar to that produced by the University of Ulster Viewpoints project which has been very well received in a large number of institutions.
We have since discussed the model with FE providers as well and identified no reason why the top level model does not work just as well for this sector.
We would now like to open up the discussion to a broader range of providers. We invite you to think about how the lifecycle relates to your own context and add any comments (please note you need to click on this post and open it to see the comments box).
Prompts for general consideration around each stage of the lifecycle
• Who are the key stakeholders?
• What are the information needs: who, what, when why?
• What processes are still typically manual/paper/offline. Which of these activities require academic judgement/which are administrative?
• What processes are already supported by technology. Which of these activities require academic judgement/which are administrative?
• How do the processes vary with different types of assignment?
• What are the existing interfaces between the technologies?
• Where is there potential to make more/better use of EMA technologies?
• What are the key problem areas?
• What examples of good practice do we already know about?
(Thanks are also due to the University of Portsmouth for helping us refine our thinking on this topic.)
The University of Manchester, Faculty of Humanities, has created a similar lifecycle split into academic and administrative tasks – this is discussed in the comment by Anna below – we can’t add her diagram to the comment so here it is.