1. The document discusses the role of assessment in higher education and how it is being disrupted by increasing changes in the world. 2. It considers how students could play a more active role in assessment through a "student-as-producer" model where students are involved in the academic project of universities rather than just consuming knowledge. 3. This would involve redesigning the relationship between teaching and research to be more collaborative with students and academics working together.

1. Student involvement,
assessment and the production
of a university experience
Dr Richard Hall
t: @hallymk1 e: rhall1@dmu.ac.uk

2. Context: how is assessment-in-HE framed?
Disruption: what is the role of assessment in
a world that is being increasingly disrupted?
Student-as-producer: what are the roles of
students in overcoming disruption?

3. assessment for learning
knowing rather than knowledge

4. some context

5. DBIS on academic governance and assessment
2.2.48 There were also concerns about the perceived de-coupling of
teaching and assessment through the awarding of DAPs to non-
teaching bodies. Many respondents felt that this would weaken the
crucial link between teaching and research, to the detriment of the
student experience. However, others welcomed the proposal to award
DAPs to non-teaching bodies, which they felt would increase choice
for colleges requiring validation and remove a long-standing anomaly
from the system.
DBIS. 2012. Government response to ‘Students at the heart of the system’.
http://bit.ly/N2RXyM

6. DBIS on academic governance and assessment
Criterion B2 of the technical consultation.
The applicant organisation will be required to provide evidence that:
the regulatory framework governing its higher education provision
(covering, for example, student admissions, progress, assessment,
appeals and complaints) is appropriate to its current status and is
implemented fully and consistently; and
it has in prospect a regulatory framework appropriate for the granting of
its own higher education awards.
DBIS. 2012. Government response to ‘A new regulatory framework for the HE sector’.
http://bit.ly/r40D3s

7. http://bit.ly/rNNfyH

8. http://bit.ly/KTHqPT

9. JISC. 2012. Crossing the
Threshold. http://bit.ly/Nyg81J

10. http://bit.ly/LFkozw

12. http://bit.ly/MdMPES

13. 1. Variations in practice
2. Audit/monitoring/scale versus variation
3. Impact of the academic calendar on sequencing, feed-back and
forward
4. Space and time for development and innovation
5. Work-based learning and assessment
6. <me> the role of for-profits <me>
“opportunities for students to engage with assessment design
and the process of making academic judgements appears to be
limited at present”
JISC. 2012. A View of the Assessment and Feedback Landscape. http://bit.ly/LkxraX

14. http://bit.ly/LFkozw

19. 1. Sector-wide structures/governance of LTA
2. The management of complexity in recording achievement
and analysing/commodifying the assessment process
3. Scale and resource efficiencies vs academic cultures
4. The role of students in the assessment process
5. Mechanics vs relationships: knowledge vs knowing

20. disruption

21. TUC (2009): http://bit.ly/iivVTO

22. http://bit.ly/owE2zW

26. 1. There is a strong correlation between
energy use and GDP.
2. Global energy demand is on the rise
yet oil supply is forecast to decline in
the next few years.
3. There is no precedent for oil
discoveries to make up for the
shortfall, nor is there a precedent for
efficiencies to relieve demand on this
scale.
4. Energy supply looks likely to
constrain growth.
5. Global emissions currently exceed
the IPCC 'marker' scenario range.
The Climate Change Act 2008 has
made the -80%/2050 target law, yet
this requires a national mobilisation
akin to war-time.
6. Probably impossible but could
radically change the direction of HE in
terms of skills required and spending
available.
7. We need to talk about this.

27. in the most developed and the emerging economies unsustainable
consumption must be urgently reduced. This will entail scaling back or
radical transformation of damaging material consumption and
emissions and the adoption of sustainable technologies.
At present, consumption is closely linked to economic models based on
growth. Decoupling economic activity from material and environmental
throughputs is needed urgently.
Changes to the current socio-economic model and institutions are
needed to allow both people and the planet to flourish by collaboration
as well as competition during this and subsequent centuries. This
requires farsighted political leadership concentrating on long term
goals.
Royal Society. 2012. People and Planet. http://bit.ly/IF77EJ

28. “At the heart of it all is a new sociological
type: the graduate with no future”.
Paul Mason. 2010. why it is kicking off everywhere

29. “student debt, in its prevalence and
amounts, constitutes a pedagogy, unlike
the humanistic lesson that the university
traditionally proclaims, of privatization
and the market.”
Jeffrey J. Williams, “Tactics against Debt”:
http://bit.ly/fQvP8N

30. Student-as-producer

31. The Student as Producer project re-engineers the relationship
between research and teaching. This involves a reappraisal of
the relationship between academics and students, with
students becoming part of the academic project of universities
rather than consumers of knowledge.
“The educator is no longer a delivery vehicle and the
institution becomes a landscape for the production and
construction of a mass intellect in commons.”
Neary and Winn. 2009. The student as producer: http://eprints.lincoln.ac.uk/
1675/

32. collaborative relations – teaching and research networks;
refashioning in fundamental ways the nature of the
university;
redesign the organizing principle, (i.e. private property
and wage labour), through which academic knowledge is
currently being produced;
open, collaborative initiatives.
Neary and Winn (2009). The student as producer: http://eprints.lincoln.ac.uk/
1675/

37. an ending of sorts

38. 1. Sector-wide structures/governance of LTA
2. The management of complexity in recording
achievement and analysing/commodifying the
assessment process
3. Scale and resource efficiencies vs academic cultures
4. The role of students in the assessment process
What might be the role of integrative, formative
assessment for learning?
How might we design assessments with students that
are designed for knowing?

39. for learning or knowing
• Complexity and increasing uncertainty in the world
demands resilience
• Integrated and social, rather than a subject-driven
• Engaging with uncertainty through projects that involve
diverse voices in civil action
• Discourses of power – co-governance; co-production?
• Authentic partnerships, mentoring and enquiry, in method,
context, interpretation and action
• How does our assessment experience inform resilience
and our work at scale?

40. Futures: knowing in public
Principle 1: educational futures work should aim to
challenge assumptions rather than present definitive
predictions.
Principle 2: the future is not determined by its
technologies.
Principle 3: thinking about the future always involves
values and politics.
Principle 4: education has a range of responsibilities that
need to be reflected in any inquiry into or visions of its
future.
Facer and Sandford. 2010. The next 25 years? http://bit.ly/LtOWFl

41. Are there other ways of assessing knowing [as opposed to the
knowledge economy]?
What authority does HE/do universities have in a disrupted
world?
What does a pedagogy of production mean for fomative
practices?
How can student voices help in the struggle to re-invent the
world?
GlobalHigherEd. 2010. A question (about universities, global challenges, and
an organizational-ethical dilemma). http://bit.ly/b8uGpz

42. Student involvement, assessment and the production of a university
experience is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
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