Methods of assessment: implications for international students
Students doing computer-based assessment
Introduction
Assessment and feedback are both integral elements of learning, and methods in both can pose problems for students unused to the UK higher education system. The third area of activity in the UK Higher Education Academy Professional Standards Framework
(http://www.heacademy.ac.uk/ourwork/policy/framework) is: ‘Assessment and giving feedback to learners’. The activities below will explore the role of assessment in learning, and identify some of the diverse and evolving methods of assessment which students may face during their courses. The implications of this diversity for international students will be considered, as well as reflecting on ways of supporting them.
Each section has a Portfolio Activity associated with it that can be incorporated into a portfolio for personal or assessment purposes. There is also a Linking Activity which synthesises the 3 portfolio activities.
Objectives
Learning Objectives:
• To examine the role of assessment in higher education.
• To examine the range of assessments in higher education.
• To explore how international students can be supported in appreciating the expectations of assessments.
• To design an appropriate framework of guidance concerning assessments for international students in our own areas/institutions.
Activity 1: Designing effective assessments
This activity is based on an article by George Brown from the Assessment Guides series published by the Learning and Teaching Support Network (LTSN, now part of the Higher Education Academy) (Brown, 2001).
The article Assessment: A Guide for Lecturers combines theoretical background with practical guidance. The description of this article states:
‘This guide is designed to help lecturers to review, refresh and refine approaches to assessment. It is based upon the theme of alignment between intended learning outcomes, assessment tasks, criteria, marking and providing feedback’.
Brown states that ‘effective assessment methods and tasks are related to the learning outcomes and the methods of learning’ (p.4) and he produces a model (Figure 2) linking this process to external influences such as standards and benchmarking, as well as university policy and strategy. It could be argued that methods and tasks (of both learning and assessment) are also based on specific cultures of learning, and on pages 8-9 in the section ‘Cognitive demands’ Brown specifically refers to models which are influential within the UK culture of education such as Bloom (1956) and Biggs (1997; 1999). The guide is generic, and makes no specific mention of international students, or of the extra tasks of deciphering the assessment requirements for students from other cultures of learning.
Instruction
Consider the following assessment issues which are taken from Brown's article, in relation to the needs of international students.
1. Look at Brown's list of ‘principles of assessment’ (below) and note down any extra principles (related to internationalisation) which would apply:
• assessment shapes learning so if you want to change learning then change the assessment method;
• match the assessment tasks to the learning outcomes;
• match the criteria to the task and learning outcomes;
• keep the criteria simple;
• be fair, reliable and valid in your marking;
• provide meaningful, timely feedback.
Show feedback
Hide feedback
Some ideas you might have had:
- Consider the culture of learning in which the assessment is taking place (this may not be a culture that your students are used to)?
- Is the assessment method likely to be familiar or unfamiliar to your students (perhaps check with them first)?
- Is the language you have used to describe the assessment and the critera clear and free from unnecessary jargon or cultural references (concepts such as learning outcomes may not be familiar to international students)?
- Do your students have a clear idea of the purpose of feedback and what they are supposed to do with it (is it formative or summative for example)?
2. Look at the list of common weaknesses of assessments and decide which three of these might have most impact on international students.
Show feedback
Hide feedback
While all weaknesses in assessment will potentially have an impact on students of all kinds, it is likely that international students will be most affected by those that relate to lack of clarity, time pressures and workload and lack of explicit feedback. Coming into a new and different culture of teaching, learning and assessment will mean that many international students will need to acculturate to methods of assessment that are unfamiliar to them and if these are poorly articulated and over demanding this could lead to difficulties.
3. Below are some questions that lecturers might ask when designing an assessment. Note any additional questions that should be considered particularly with the needs of international students in mind.
a. What are the outcomes to be assessed?
b. What are the capabilities/skills (implicit or explicit) in the outcomes?
c. Is the method of assessment chosen consonant with the outcomes and skills?
d. Is the method relatively efficient in terms of student time and staff time?
e. What alternatives are there? What are their advantages and disadvantages?
f. Does the specific assessment task match the outcomes and skills?
g. Are the marking schemes or criteria appropriate?
Show feedback
Hide feedback
Questions that might be pertinent to international students might be:
- Is this method of assessment familiar or unfamiliar to my students (if it is likely to be unfamiliar then additional help may be needed to help students understand it and complete the tasks)?
- Does the method of assessment/task match the teaching method chosen (providing some scaffolding for the task is important particularly when unusual or innovative assessment methods are being used. An example of this could be a presentation task.
- What support can be made available in the form of examples, e.g of past presentations, advice on techniques for making good presentations and opportunities for practice runs either in class or with peers?
4. Look at these examples of assessment types (some of which you probably use). Select which ones you know or think would present most additional barriers for international students.
Show feedback
Hide feedback
Although difficulties with assessments will vary from student to student regardless of cultural background you may have considered that the assessment types that are most non-traditional might present the greatest challenge to international students.
This does not mean that more traditional essays and exams will be unchallenging as, although they are most likely to be familiar to international students they may still involve getting to grips with new ways of learning such as independent research and critical analysis:
"Yes I do a lot of research...I found this very difficult, because I don't know how to do research..." (Chinese student)
Thus while working in groups, giving presentations and engaging in reflective/portfolio work might be seen as areas in which international students should be given support either through practice, examples or guidance, this is likely to be the case for all types of assessment:
"I have an exam again in the beginning of next term for politics. Actually I am really afraid as exams are really different from essays and presentations for me." (Japanese student)
Student reflections on assessment reveal that the challenges they face are very varied and will be influenced by their prior knowledge of the subject, the culture of learning they are familiar with and, to some extent, linguistic difficulties.
Instruction
Consider again some potential weaknesses in assessment (based on Brown 2001) as you read the extracts below and choose which areas of weakness (relating to assessment) are being articulated in these extracts from three international student interviews.
"Now I have 3 essays to do. One is about Machiavelli. 2nd one is about development studies in third world and last one is sociology about comparing Marx, Durkheim and Weber on conflict theories."
Show feedback
Hide feedback
Too many assignments with the same deadline
As indicated by two of the students interviewed, international students often work more slowly than other students and find that they have to study harder just to cope with the demands of the work. Thus having three quite complex pieces of work underway at the same time could be seen as presenting greater challenges for international students than for UK students.
Strategies to address this might be to check what is being expected from other modules that your students are taking and perhaps to use alternative assessments that allow students to build up to an extended piece of work.
"...the tutor said ‘you need more tell detail about theory’, so I asked him why you say ‘that’s good’, ‘that’s good’ ‘that’s good’ …"
Show feedback
Hide feedback
Inadequate or superficial feedback provided to students
In this case we are also observing a cultural issue in the use of the term 'good' by the tutor as a form of positive reinforcement to the student prior to giving more critical feedback. The difference in 'politeness' conventions across cultures can lead to misunderstandings in which 'good' doesn't mean the same to everyone.
Politeness = "Politeness is used as a technical term in language study, to signify the strategies we use to advance our goals without threatening the self-respect of others. Thus, saying something like ‘I know you’re busy, but ...’ can be used to introduce a request while acknowledging the other person’s point of view. In English, politeness often involves indirectness." LILT Glossary, University of Glasgow
www.arts.gla.ac.uk/SESLL/EngLang/LILT/frameset.htm
"Q: How easy was it to understand what the task was, what they wanted you to do?
A: I just feel difficult, and I don’t know, ‘cos I don’t know the system, … and I don’t know, so I just think maybe I will see some book, some article from book or from website."
Show feedback
Hide feedback
Students do not understand the criteria/tasks
It may not be the case that the task is poorly articulated but merely that it presupposes a level of understanding of the task type that the student may not have.
Strategies to address this are to check with everyone that the task is clear and to be aware that for some students it is not enough to make information available in printed form or online but that they may need to discuss it with you to fully understand it. A very helpful approach would be to use the UK students as peer-support by encouraging (or possibly requiring) collaborative work.
"Actually I am really afraid as exams are really different from essays and presentations for me. And I might again end up failing. But now I try not to think that and let myself study a lot. I changed a lot. I mean I think I became to study more. Otherwise, I can not follow lectures or anything. So I have to study a lot."
Show feedback
Hide feedback
Overload of students and staff
The demands of study on international students can lead them to need to study far more and longer than other students. It has been found in other case studies that there is sometimes a perceived need to read everything that is recommended rather than be selective (see Yuko's story from Spack 1997) and this can lead to stress and lack of confidence (not being able to do all the reading and feeling a failure).
"Q: could you understand, from reading the module guide, could you get a clear idea of what they wanted you to do, or did you need to discuss it more?
A: … when I did the first and the second assignment I wasn’t aware... "
Show feedback
Hide feedback
The criteria are not known to students
It is probably more often the case that the criteria are not understood by students but that could translate as a sense of not knowing. Indeed the concept of criteria as articulated in UK HE may not be the same as that which students are used to and it is a relatively recent phenomenon to make them explicit to students in the UK system.
Activity 3: Guidance for international students concerning assessment
This activity presents some ideas and advice on good practice in assessment and strategies for providing support for international students in the area of assessment.
Instruction
Consider the following statements and select whether you consider them to be a reflection of student or teacher perceptions.
Repeating advice or instructions is patronising
Show feedback
Hide feedback
Teacher
It can be the case that teachers see repeating what can appear to be simple information as patronising while this may not be the case at all for the student.
The level of respect I am accorded is embarrassing and inappropriate
Show feedback
Hide feedback
Teacher
Levels of respect for teachers are different in other cultures and it can be embarrassing to be addressed very formally or given presents as a measure of gratitude. It is a matter of finding ways of balancing the level of respect that the student finds comfortable with that of the academic culture in which they are operating.
I am not clear if the response I have had is positive or negative
Show feedback
Hide feedback
Student
Indirectness is considered to be a characteristic of UK culture which can lead to misunderstandings in feedback in which a seemingly positive response can simply be a way of politely modifying negative feedback.
Indirectness = "Many of the strategies speakers use to achieve their goals in communication are indirect, that is we do not always say directly what we mean, but approach matters in a roundabout way.
Indirectness is dictated by social conventions and can vary from culture to culture. In British English, for example, unless we are angry or in an emergency situation, we would very rarely address someone with a direct command such as "Get out of my way!" or "Give me an apple". We are much more likely, if we want to succeed in our objectives, to approach the matter indirectly, e.g. "I wonder if I could just squeeze past you" or "Could I have an apple?" or even "Do you fancy an apple?" The less well we know someone, the less direct we are likely to be.
Conversational strategies such as these are closely linked to politeness."
It is often the case that international students take longer to complete tasks and can be perceived as rather slow workers. This is likely to be more of a problem in the early stages of their studies. Help with time management will be invaluable here.
A reading list is given because it is expected that all items on it will be read
Show feedback
Hide feedback
Student
It is not always clear to international students that extended texts that are given out or included in bibliographies and suggested reading lists are intended to be read selectively. Help with reading strategies will benefit the students along with clear statements about which texts are to be read in detail and which read selectively/skimmed.
In some cultures students are not expected/encouraged to express their opinion on what they are studying/reading. Indeed questioning the word of the experts (including the teachers) may not be considered appropriate behaviour. Thus students need to be encouraged to express opinions and this may best be tackled in the first instance through peer discussions, online forums and examples of student work which exemplifies this.
They are just not doing it the 'right way'
Show feedback
Hide feedback
Teacher
Opinions on the correct way to engage with academic study will vary across cultures and although international students will need to adjust to UK methods (and are given support for this in pre and in-sessional courses) it is worth taking the time to find out about their previous experience of academia and what they conceive a 'correct' academic approach to be. Thus the UK way becomes not the right way to do things but a way to do things that is appropriate for the international students in the UK context.
If you have completed each of the Portfolio Activities you will have achieved the following outcomes:
- a response to five questions concerning implications of assessment for international students.
- an edited assessment description intended to make the assumptions of the task more transparent to international students.
- a draft of an additional section for an assessment guide for students addressed specifically at international students, with the aim of resolving any tension between students’ and teachers’ interpretations.
A Linking Activity (Word document 24 KB) which synthesises the 3 activities is also available.
References:
Brown, G. (2001) Assessment series 3. Assessment: a guide for lecturers. LTSN Generic Centre: York.
Spack, R. (1997) The acquisition of academic literacy in a second language: a longitudinal study. Written Communication, 14 (1), 3 - 34.
