Equality Analysis (EA)
Learning & Teaching Enhancement Office
Feedback – academic support and the learning environment (learning and
teaching processes)
A. Policy/practice details
1. The title of the policy being analysed
Feedback – academic support and the learning environment (learning and teaching processes)
2. Please explain the main purpose of the policy being analysed Purpose of policy
The main purpose of this policy is to ensure that the University has effective procedures for assessment and feedback for all students undertaking taught programmes of study. The scope of this analysis does not include research.
As this EA also incorporates academic support and the learning environment, this has been cross referenced with recent EAs undertaken on both the University’s Learning and Teaching Strategy and Diversity in the Curriculum (carried out by LTEO in April 2012) and Strategies for maintaining accessibility during improvements to buildings and associated facilities on campus (carried out by Estates in March 2013).
The policy is set out in the University’s Quality Assurance Code of Practice – Assessment, Marking and Feedback (QA16) and has a number of guiding principles. These guiding principles and definitions of terms are detailed in QA16 and can be reviewed in full at:
http://www.bath.ac.uk/quality/documents/QA16.pdf
Furthermore, QA16 sets out procedures for all staff involved in the assessment of students and associated feedback in order that they understand and are effective in undertaking their roles and responsibilities.
Critical links to other policies
The University’s Quality Code requirements are drawn up and implemented to align with those stipulated by the Quality Assurance Agency. QA16 is subject to regular review as with all QA Codes of Practice, overseen by the University Learning, Teaching and Quality
Committee (ULTQC). The development process for Codes of Practice, updated and approved by the University Learning, Teaching and Quality Committee (ULTQC) in March 2012, is key in the context of this EA, as it specifically sets out a range of measures to ensure that the continuous development of QA Codes of Practice engage appropriately with equality and diversity issues.
2 This policy must also be considered within the context of the University’s Learning and Teaching Strategy as this sets the direction for the implementation of new developments and types of provision. The EA of the Learning and Teaching Strategy and Diversity in the
Curriculum, undertaken in April 2012, also considered assessment and feedback - this can be found at:
http://www.bath.ac.uk/equalities/EA/pdf/lteosdc.pdf
It is important to note that QA16 is further supported by a number of other QA statements including:
QA3 Approval of New Programmes of Study
QA4 Amendments to Programmes of Study and Units and Approval of Units QA12 External Examining (Taught Programmes)
QA13 Degree Scheme Reviews
QA53 Examination and Assessment Offences Responsibility for policy implementation
Overall responsibility for implementing the University’s feedback and assessment for all students on taught programmes lies with Heads of Departments/School/the Learning Partnerships Office. In QA16, the University sets out a requirement for each department to have a feedback policy, informed by discussion with Student/Staff Liaison Committees (SSLCs) and reviewed annually. Implementation is further supported by Directors of Studies and Directors of Administration and considered, reported and reviewed by both Faculty and Departmental Learning, Teaching and Quality Committees.
3. Who will be affected?
Taught Students – all groups and levels
Staff – including Unit Convenors, Directors of Studies/Teaching/Administration, Heads of Department/School/Learning Partnerships Office, Senior and Personal Tutors, Faculty Assistant Registrars
4. Aspects of the policy that particularly impact on equality and diversity Aspects of feedback and assessment strategies that particularly impact on equality and diversity include:
Learning and teaching methods and processes leading to feedback and assessment (and the modes of assessment used)
3 Communication methods and tools used in the provision of feedback and articulation
of assessment of student learning
Use of technologies in feedback and assessment
Physical/virtual environment within which students are both assessed and given feedback
Scheduling of feedback and assessment
Study skills support to aid completion of assessment, e.g. language/writing skills B. Analysis
5. Please indicate evidence used and the process by which you have arrived at your conclusions
Given the wide scope and far reaching implications of this particular policy area, it has been assumed that individual elements of academic support that impact on feedback and
assessment such as personal tutoring, for example, will have been assessed more rigorously at departmental/faculty level. In light of this, a more strategic review of existing policies, related documentation, web-based information and guidance has been undertaken. This review has been further supported by evidence gathered from discussions with both departmental and quality management staff.
The evidence base includes:
Review of QA Code of Practice: Approach to Code Development (March 2012) Review of University of Bath Disabled Student Provision Overview 2013
EA Learning & Teaching Strategy and Diversity in the Curriculum (April 2012) –
specifically responses to a questionnaire sent to the Directors of Studies Forum, which included Chairs of relevant committees (Academic Programme Committee, Programmes and Partnerships Approval Committee and departmental Learning, Teaching and Quality Committees).
EA Strategies for maintaining accessibility during improvements to buildings and associated facilities on campus (March 2013)
Minutes, and work of, the General Teaching Accommodation (GTA) Working Party (this relates to the learning environment)
Review of Bath Course Enhancing Academic Practice (mandatory for all probationary lecturers and Teaching Fellows) curriculum (located within Moodle)
4 Review of support services provided by Student Services and the Students’ Union (web
pages)
Discussions with members of Student Learning Experience & Quality Team and departmental staff
Review of National Student Survey Annual Reports to the Equality and Diversity Committee (February 2012 and February 2013)
Review of a sample of departmental Feedback Policies and associated minutes from departmental Learning, Teaching and Quality Committees (School of Management, Department of Chemistry, Department of Health)
Review of a Student Handbook (Department of Physics) – specifically individual mitigating circumstances section
Discussions with Students’ Union Sabbatical Officer on Community and Diversity to explore issues raised at LGBT, Access and SODS in relation to feedback, marking and assessment
6. Risk of adverse impact on protected groups
High impact Medium impact Low impact Age x Disability x Gender x Pregnancy/Maternity x Race/ethnicity x Religion/belief x Sexual Orientation x Transgender x Marriage/civil partnership x
5 C. Mitigating potential adverse impact
7. Conclusions and recommendations for amendments to the policy/practice. Please give an outline of the key actions based on any gaps, challenges, priorities and opportunities you have identified.
A comprehensive review of the evidence base outlined in point 5 above, indicated that considerable attention is being given to equality and diversity matters in this area. This EA draws together a number of key actions already in progress in addition to highlighting some further steps. As referred to in point 2 above, the codification of the approach to the
development of the QA Code of Practice, makes significant progress in drawing attention to, and in setting out a number of key measures, to ensure that all Code development engages appropriately with equality and diversity issues (approved by ULTQC in March 2012). Action 1: On-going review of new and existing QA Codes of Practice in line with QA Code of Practice: Approach to Code Development (March 2012) to take account of equality and diversity issues.
QA3, Approval of New Programmes of Study and QA4 Amendments to Programmes of Study and Units and Approval of Units both already make specific reference to equality and diversity considerations: Under QA3 and QA4 the Programmes and Partnerships Approval Committee (PAPAC) is responsible for scrutiny of the academic detail of new programme proposals and major changes to existing programmes, including ‘the learning opportunities offered by the programme, and the accessibility of these learning opportunities to a diverse student body.’ This scrutiny includes not only reviewing the programme as a whole but also the individual units in relation to assessment methods and strategies. Further revisions have been made to QA4 and the pro-formas linked to it, in consultation with the Students’ Union, to verify that in the event of approval of new units and changes to units appropriate
consideration has been given to accessibility of learning opportunities for a diverse student body including assessment strategies and matters related to assessment. QA4 can be found at: http://www.bath.ac.uk/quality/documents/QA4.pdf
Specifically on QA16 which covers departmental feedback policies, the following areas have, or are, being addressed:
(i) Following a mapping exercise, currently being undertaken by the University Secretary and Equalities Advisor, to consider the QAA’s Quality Code requirements against the University’s Code of Practice in respect of equality and diversity issues, a proposal has been made to include a more specific expectation such as ‘Academic
assessment practices permit a diverse student body to demonstrate the achievement of learning outcomes and competence standards.’
(ii) In 2011/12, a revision was made to include an element of formative assessment, in each unit to aid the students’ learning process. This has been further strengthened in 2012/13 in that a formative element is now a requirement.
6 (iii) Section 11 requires all Departments/School/Learning Partnership Office and its
partner organisations to have a feedback policy informed by discussion with Staff Student Liaison Committees (SSLCs) and reviewed annually for publication in all Programme Handbooks.
Action 2: Proposed revision (as above) to QA16 Assessment, Marking and Feedback to specify that departmental feedback policies should take account of equality and diversity issues and to QA13, Degree Scheme Review to make specific reference to evaluation of feedback policies and their fitness for purpose in meeting the needs of the diverse student body.
Specifically on QA13 Degree Scheme Review and QA51 Annual Monitoring of Units and Programmes, following the mapping exercise, currently being undertaken by the University Secretary and Equalities Advisor, proposals have been made to prompt routine consideration of equality and diversity issues during these activities.
Action 3: Proposed revisions to QA13 Degree Scheme Review and QA51 Annual Monitoring of Units and Programmes to encourage those involved in monitoring and review of programmes and units to include evaluation from the perspective of the diverse student body.
A review of the curriculum for the Bath Course in Enhancing Academic Practice showed that there is integrated guidance on equality and diversity issues in relation to feedback and assessment strategies. This course is mandatory for all probationary lecturers and helps to ensure that new staff are equipped with appropriate levels of knowledge and information to consider the needs of protected groups. Further information can be found within Moodle, Section A – Chapter 9 refers – Supporting Student Learning. Participants are provided with guidance and case studies that highlight equality and diversity issues, specifically in relation to exploring and understanding departmental support mechanisms for students and
designing inclusive curricula. Participants are also directed to additional resources including the University’s Equality and Diversity Unit web pages.
Action 4: Production of guidance to be made widely available to all academic staff, building on Section A of the Bath Course for probationary lecturers, on designing and developing an inclusive curriculum (including feedback and assessment methods) to take account of equality and diversity issues.
Web based research revealed that considerable advice and guidance on supporting students is provided through the Students’ Union, which has specific expertise in areas such as disabilities, and the University’s Student Services. There is a range of support available to address equality and diversity issues that may arise in the context of academic support and/or the learning environment. This includes:
7 Access to external study support needs including advising students with specific
learning difficulties, physical disabilities, sensory impairments, long term medical conditions, autistic spectrum conditions and mental health difficulties.
Provision of alternative assessment arrangements to compensate for any restriction imposed by a student’s disability without affecting the validity of the assessment. Provision of information about the availability of support including full versions of
prospectuses which can be downloaded as text for use with screen readers and other assistive technologies.
A review of the University’s new Disabled Student Provision Overview (March 2013), showed that due consideration is being given to meeting the needs of this particular protected group in relation to feedback and assessment. Evidence demonstrates that appropriate support and advice is available to provide alternative assessment arrangements including practical
arrangements for examinations. Further details can be found at:
http://www.bath.ac.uk/equalities/groups/disability/DisabledStudentProvisionOverview.pdf
Statistics provided by the Head of Student Services, recently circulated with the Overview document, revealed that disabled students particularly are increasingly benefitting
academically from the support they receive with the gap between disabled students and non-disabled students achieving a First or 2:I reducing from 13% in 2008/9 to 3% in 2011/12. This significant reduction suggests that feedback and assessment practices for this protected group are effective and contributing to an increase in academic achievement.
A review of the last two year’s papers to the University’s Equality and Diversity Committee presenting findings from the National Student Survey showed that due attention is being given to student opinion on assessment and feedback, both within the survey itself and in the analysis of results. Analysis is undertaken specifically by four out of the nine protected
groups, namely, age, gender, ethnicity and disability.
It is also worth noting that the University’s Equality and Diversity Committee, Learning, Teaching and Quality Committee and Senate receive annually additional data and statistics, provided by both the Registry and LTEO, on attainment and retention related to the protected groups. This data is reviewed on an on-going basis and may highlight specific issues arising from feedback and assessment in the event that any particular trends/patterns are identified. Action 5: On-going review of findings/analysis of the National Student Survey (and internally generated data) by the University’s Equality and Diversity Committee in relation to the protected groups to inform future actions on feedback and assessment. There has been some initial discussion between the Students’ Union and LTEO regarding inclusivity in relation to marking and assessment. In particular, the concept of anonymous marking for all coursework has been flagged as an area for investigation as part of a wider
8 proposal to digitise the full assessment process. This process will require a clear strategy and action plan to be developed collaboratively by a number of the University’s Central Services. At this early stage, the full implications, both in relation to curriculum design and the required infrastructure, are not fully known or scoped. It is, however, an important area that has been identified and will be explored further in due course.
Action 6: Continue discussions between the Students’ Union and the relevant Central Services to explore the concept of anonymous marking in order to identify the wider implications to inform future strategy development.
Conclusions drawn from first hand, detailed knowledge of the work of the General Teaching Accommodation (GTA) Working Party revealed that appropriate consideration is given on an on-going basis to equality and diversity issues and ensuring that the learning environment (this does not include departmental managed space) meets the needs of students with disabilities specifically. This consideration is given as part of the rolling annual maintenance and refurbishment programme for all GTA space, for example, the updating of audio visual equipment, induction loops and access/emergency access.
Action 7: On-going monitoring of the development and maintenance of general
teaching accommodation to ensure the needs of protected groups are considered and acted upon appropriately.
8. Timescale for implementation of changes or introduction of new policy
Summary of Actions
Action: Timescale: Responsibility of:
1 On-going review of new and existing QA Codes of Practice in line with QA Code of Practice: Approach to Code Development (March 2013) to take account of equality and diversity issues
On-going LTEO (Student
Learning Experience & Quality Team)
overseen by ULTQC
2 Proposed revision to QA16
Assessment, Marking and Feedback to refer specifically to requirement for departmental feedback policies to take
By start of next academic year 2013/14
LTEO (Student
Learning Experience & Quality Team). To be approved by ULTQC
9 account of equality and diversity
issues
3 Proposed revisions to QA13 Degree Scheme Review and QA51 Annual Monitoring of Units and Programmes to encourage those involved in
monitoring and review of programmes and units to include evaluation from the perspective of the diverse student body.
By start of next academic year 2013/14
LTEO (Student
Learning Experience & Quality Team. To be approved by ULTQC
4 Production of guidance, building on Section A of the Bath Course for probationary lecturers, on designing and developing an inclusive
curriculum (including feedback and assessment methods) to take account of equality and diversity issues to be made widely available to all academic staff
By end of next academic year 2013/14
LTEO (Academic Staff Development Team) with advice from Equality & Diversity Unit
5 On-going review of findings/analysis of the National Student Survey (and internally generated data) by the University’s Equality and Diversity Committee in relation to the protected groups to inform future actions on feedback and assessment
Annual Report LTEO (provision of analysis and findings) for review by Equality and Diversity
Committee
6 Continue discussions between the Students’ Union and the relevant Central Services to explore the concept of anonymous marking in order to identify the wider implications to inform future strategy development.
On-going Students’ Union with University's Central Services, as
appropriate
7 On-going monitoring of the development and maintenance of general teaching accommodation to ensure the needs of protected groups are considered and acted upon appropriately
On-going GTA Working Party (chaired by Director of Learning &
Teaching Enhancement)
10 D. Publication
9. Final reporter:
Gwen van der Velden, Director, Learning & Teaching Enhancement 10. Date:
April 2013
11. Review date: April 2016