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Q & A Effectiveness can be improved by giving chances for all students using online Quizzes.  

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The module considered for the critical evaluation is of HE4, Mathematics and Structural Analysis (CIE4011). It is a cotutored module and the assessments are well structured with formative and summative assessment in-order to meet the learning outcomes.  A critical analysis is carried out to improve the standard of student. The assessments are set by the University according to Higher Education norms .  The forms of assessment is clearly given below.

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Assessment provides information about student achievement which allows teaching and learning activities to be changed in response to the needs of the learner.

In this module, Formative assessments are used to check student’s learning process and level of understanding.  Regular feedback will be provided for the formative assessments to improve their performance. Assessment helps to recognise the beneﬁt of feedback on learning (Black and Wiliam 1998a).

Weekly Quiz: Before the start of lecture session, a quick written quiz is conducted based on the previous lecture session. The answers will be discussed on the board and their peers are asked to correct.  Involving students in assessment provides an authentic opportunity for them to learn what ‘quality’ is and to apply that judgement to their own work (Black et al., 2003)  The effectiveness of learning were observed in majority of the students as their confidence level started improving and consistent learning was observed.  Peer feedback was observed to be encouraging as suggested by Fluckinger et al..
Tutorials: The students had the tendency to restrict themselves to only the materials provided by the tutor and very much hesitant to self learning. In order to encourage self learning they were advised to work out scenario based problems from the references cited in the moodle. Initially most of them were reluctant to get involved but when the quizzes were related to tutorials provided made them practice the tutorials.This practice was carried out to all the students irrespective of their IQ or proficiency and this helped the weaker students to improve and reach in par with their fellowmates. One issue observed among few of the students was that if they fail to do the tutorials they would not attend the session
Leap Online:
For improving the numeric skills of learning, University study skills Leap Online is used as a diagnostic test to check the knowledge of the students. Based on the results students are provided badges as a motivation. This assessment was carried out to check the students knowledge and to encourage self assessment
This is assessment as learning (Klenowski & Elwood, 2002; Earl, 2003) and is firmly located in Sadler’s (1989) view that improvement involves three key elements:

· Students must know what the standard or goal is that they are trying to achieve (assessment guidance);

·  They should know how their current achievement compares to those goals (feedback)

· They must take action to reduce the gap between the first two (applying feedback to future assignments).

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Assessment involves making judgements about students’ summative achievement for purposes of selection and certiﬁcation, and it also acts as a focus quality assurance.

In this module, students will gain 20 credits when they complete both components successfully which is requirement to complete HE Level 4.

1.In Class Assessment: 1.50 hours unseen Written examination is based on Mock examination and Q & A formative assessments. Final feedback will be provided for each question.  The feedback will be purely based on the task provided and how they can improve.  Feedback to any student is in particular qualities of his or her work, with advice on what he or she can do to improve, and  avoids comparison with other pupils as suggested by Paul Black
2. 3 Hours Unseen Examination:  A closed book examination of 3 hours is conducted . The students are reinforced with revision classes to brush up the concepts and mock examination. An advantage of ipsative assessment is that it measures progress and development – a test-taker can see if he or she is improving and whether or not he/she is taking advantage of feedback from previous assessments (questionmark.com)

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1. Black, P., Harrison, C., Lee, C. Marshall, B and Wiliam, D. (2003) Assessment

for Learning: putting it into practice. Maidenhead: Open University Press.

2. Klenowski, V. and Elwood, J. (2002) Creating communities of shared practice:        the challenges of assessment use in learning and teaching, Assessment and Evaluation in Higher Education, 27 (3):243-256.

3. Paul Black and Dylan Wiliam. (2010) Inside the Black Box: Raising Standards Through Classroom Assessment, Kappan Magazine.org, V92 N1

4. John Kleeman, what is ipsative assessment and why would I use it?, Questionmark.com, Assessed on 22nd January 2018

5.Black P and Wiliam  D. 1998a, Assessment and Classroom Learning, Assessment in Education, vol. 5, no.1, pp. 7-74

6.  Jarene Fluckiger, Yvonne Tixier y Vigil, Rebecca Pasco & Kathy,, 2010 Formative Feedback: Involving Students as Partners in Assessment to Enhance Learning Danielson College Teaching Vol. 58, Iss. 4

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Assessment and Feedback provided are analysed based on the following criteria.

a.       Validity

Summative assessments and feedback provided are valid since was based on module specification and satisfies the LOs which were verified by internal and external verifiers.

b.      Reliability

Marking was reliable since written examination is marked based on the moderated answer scheme and then the marking is moderated by two moderators.

c.       Effectiveness

Assessment promotes learning in students which develops subject knowledge.

Q & A Effectiveness can be improved by giving chances for all students using online Quizzes.

d.      Transparency

Assessment guidance is given in the classroom in common and also uploaded in Moodle so that the criteria are transparent to all. Marking schemes are created and moderated for the exams.

e.       Authentic

Assessment are said to be authentic when the tasks are student centred, related to real-time implementation and test the knowledge of the students. The inclass assessment and examination is authentic as it is based on a real-time scenario which includes how mathematics is applied to engineering applications.

f.        Fairness

Assessments are fair since the assessment guidance and marking scheme are transparent as well as moderated. All students have given equal opportunities as it is individual work with same assessment guidance, resources and duration.