The University of Leeds is undergoing an institution wide curriculum redefined process 1, aiming to transform the curriculum and align with four strategic objectives built around: Partnership, Transformation, Belonging and Sustainability. For the undergraduate programmes in the School of Biomedical Sciences which include, Human Physiology, Physical Activity and Health, Biomedical Sciences, Neuroscience, Pharmacology and Sport and Exercise Sciences, a new form of synoptic assessment is in the design stage, due to be implemented in September 2023.
Since the Covid-19 pandemic, many essay based assessments have moved solely online in time-limited assessments set during an exam period. With the rise of artificial intelligence resources available such as Chat GTP, a greater spotlight is being shone on these “essay style” assessments in terms of their sustainability, but also questioning again how authentic these assessments are with relation to employability skills. Instead should be we encouraging student to understand and critique this rapid development of new technology? An evidence-based report is proposed to replace these previous essay style assessments. This would form one mode of assessment in the new synoptic assessment portfolio planned for these programmes, assessing work-ready competencies.
A design sprint methodology was used to help shape and design the structure of both the new formative and summative evidence-based report assessment. This design sprint was facilitated through experts in people design and involved conducting several 1-1 interviews with students, alumni, staff and external experts in the field of assessment prior to the design sprint.
The design sprint focused on generating ideas, prototypes and receiving feedback. Ideas were generated individually from both staff and students present and then collated to review where multiple ideas overlapped. A choice of formative assessments were proposed with a focus on encouraging students to link their understanding and knowledge through mind maps or an infographic report plan which would be accompanied by a short example paragraph to allow feedback on the students writing style. For the linked summative assessment, students could use both their formative assessment plan and feedback to generate a final evidence-based report. To help ensure this assessment would be ready for Sep 2023 a timeline was created at the end of the design sprint. This set out goals for testing prototypes, listing key stakeholders who should be involved and went.
The co-creation design strategy and intense sprint produced multiple prototypes for assessment, including this evidence-based report, which have the four strategic objectives embedded right from the start. Key stakeholders were engaged from initial design conception, which should help for a smooth rollout of this new style of assessment. Working with student on co-creation of prototypes and testing multiple designs with students and staff should help iron out initial problems and creating innovative new assessment approaches. Synoptic style assessment in the first year is new for both staff and students, but with sufficient scaffolding through well designed formative tasks, this style of assessment should help kick-start student's integrated understanding of the content by the end of year 1