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Welcome to Light Bites, an occasional podcast from Leeds Institute for Teaching Excellence

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at the University of Leeds.

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Episodes will be hosted by members of the LITE team.

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And we'll be showcasing the scholarship of teaching and learning from across the university.

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Hello and welcome to another episode of the LITE Bites podcast.

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It's Emma Peasland here.

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I'm research and impact officer in LITE at the University of Leeds.

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And today I'm delighted to be joined by Jianni Liu, who is a lecturer in English for academic

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purposes at the university.

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But Jianni's going to share with us some insights from her LITE Fellowship, which was called

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Assessment Literacy and Student Success and looked at how embedded academic skills provision

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influence students assessment literacy.

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But you had a different job then, Jianni.

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So when I was doing my LITE Fellowship, I was based in the amazing library learning

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development team.

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The team itself basically has the two main strengths of the first one is supporting or

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developing students academic literacies in the curriculum.

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And that's what my project was focusing on.

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And the other strength, I suppose, is more well known to some people at Leeds, which

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delivers the amazing skills at library service, which is like an a co-curricular academic

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skills service.

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Great.

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Well, it's great to have you along today.

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So thanks very much for coming along.

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Thank you.

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Yeah, I'm very glad to be here.

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Hello, it's Emma here.

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I just wanted to pause before I continue my conversation with Jianni to just clarify and

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explain a couple of terms that come up in the conversation for anyone who's listening

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who doesn't work at the University of Leeds.

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So in the conversation, Jianni refers to Minerva and Minerva is our VLE or virtual learning

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environment at the university.

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We also discuss or mention the curriculum redefined program.

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And that's a big 10 year project that's happening at the university right now, which is working

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to review and refresh all of the undergraduate and taught postgraduate programs with the

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aim of ensuring that the curriculum prepares students to be global citizens who are ready

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for their kind of future employment.

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And then finally, we refer to discovery modules in our conversation.

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And discovery modules are those modules which students can choose to take perhaps outside

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of their discipline to broaden their academic experience and enhance their employability.

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Back to the conversation.

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Well, let's get started talking about your fellowship a little bit then.

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So I wondered if you wanted to start off by telling us a little bit about your fellowship

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and what it was you wanted to investigate and why.

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Yeah.

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So when I was learning the why it's based in the library, I spent I think up until I

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was doing my lab project, I was like there for at least seven years and I spent the majority

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of my time designing, embedding and then delivering academic skills, workshops, lectures, seminars

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and webinars during the pandemic.

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Supporting students development on topics such as like essay writings or planning for

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essay structuring, critical thinking, presentation skills, time management, all sorts of like

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academic literacy skills that would in my head benefit students preparation for assignments.

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However, when I was looking into literature and exploring the link between our work and

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assessment or impact on students preparedness for assessment, there wasn't much in the field

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directly looking at academic skills and there was loads of discussions around assessment

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literacy but embedded into the context of their study.

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So I was quite, I guess in my head curious to find out whether our work would have any

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impact on students assessment literacy development or not and if so, how and how would students

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perceive that development be similar or different from staff's perception?

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Interesting.

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So would you tell us a little bit about how you went about investigating this question?

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As in the methods, the approaches I've taken.

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I think at first I was just like spending some time reading around the topic of academic

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literacy, there's plenty of research on that but also assessment literacy and looking at

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how these two marry or the crossover, the shared approaches, models and theories and

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then I, because my work at that time was predominantly based in the school of languages, cultures

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and societies and I work with lecturers and module leads and programme leads in LCS undergraduate

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and postgraduate programmes to deliver academic skills trainings basically.

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So I've selected two undergraduate modules to investigate in more details, one from the

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Department of Spanish and Latin American Studies, so it was like first year Spanish research

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skills module where I and the module lead have designed like a series of scaffolding

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or like a series of workshops and online resources and formative assessment to develop student

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assessment literacy in a more structured way and I've also selected like another higher

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level, level three module where I deliver, I suppose co-deliver because the module lead

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has always been there and sharing his perspective as well as the marker, so I co-deliver and

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assess my literacy workshop where students work in groups and work with their peers to

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assess exemplars, so I've picked up those two examples from my work and then I conducted

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surveys and focus groups with students.

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I've also interviewed staff, so there's like a mixed method approach to compare the perspectives,

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the stories, the experience of students with staff, have perceived their experience being

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through the journey of their modules, so it's a mixed method approach I suppose.

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And so how many kind of participants did you have taking part in that from those two modules

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that you chose to work with?

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So I had four student focus groups with nine students participated and I had a small survey

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where like 18 students fill in the questionnaire, but I also had like four staff interviews.

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Great, so you got that kind of oversight from several students in the module in the survey

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and then a little bit more of a kind of a richer and deeper insight into their perceptions

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and experiences from those focus groups and the interviews from both the staff and student

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side.

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Yeah and I think the good thing about having the survey and some student focus groups was

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that when I look at the data and I realised I had quite a good even spread of different

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student levels, so I had like pretty much equal amount of students from level one and

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level three participating in both the survey and the focus groups and from both modules

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as well because those modules are one I think I said from the Department of Spanish Studies

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and the other one I should have said it's from the Department of East Asian Studies,

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so it's a level three Buddhism module.

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Great and so you want to share a little bit about what it was that you found out from

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the data you collected?

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Yeah, so students say that the workshops they were part of, you know where they work with

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their peers and with me facilitating their discussions around analysing the student examples

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from previous years of the same module where they then attempt to mark those examples against

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the marking criteria but also with the module lead to give them some feedback.

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So they say that there's those type of workshops they found most useful to develop their understanding

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and awareness of how they're going to be assessed by the module, so basically you know the standards,

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the process, the criteria of their particular assignment and I should have said the assignment

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I was investigating was the literature review for both modules actually.

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So the students found the workshops most useful to develop their assessment literacy basically.

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They've also found examples that we uploaded in Minerva with staff's annotation useful

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to look at to a certain degree because they also said that without hearing staff's feedback

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of how these different criteria being met on the examples it's sometimes quite difficult

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to get their head around.

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They said they would use the marking criteria after the workshop as a result to self-evaluate

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their own submission or their own summative assessment, however the marking criteria on

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their own in Minerva are not very useful for them to get their head around the standards

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and expectations of assessment which was in a way different from staff's perception because

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there were staff saying that they felt like the marking criteria being available in Minerva

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would be good enough for students to check on the standards and expectations of this

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particular assignment.

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Another key finding of this project was that students were asking for more contact time

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on assessment support and feedback opportunities.

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They were asking for more academic skills workshops and in-class discussions around

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assessment around that skills development, however staff were reporting a real tension

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between having to balance, you know, there's just so much content to get through in a,

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well you know even though we have 11 weeks for modules at the standard for example in

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semester one but then you always have the introductory lecture and then you know so

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10 hours on average is not enough for them to cover all the content so they have, so

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staff were reporting a real tension between having to give up their content time to skills

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time.

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So it's interesting that staff think that when you give the students the marking criteria

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that's a kind of a clear message about what needs to be included and what a great assignment

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should look like and that students didn't necessarily find that particularly kind of

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insightful or useful but they did when they were, staff's annotations were added.

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So how would you recommend that people perhaps change to marking criteria or added to marking

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criteria to support students with their assessment literacy in that space?

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Yeah, interestingly I was at an assessment literacy workshop that Pam Britto delivered

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at the ESSEC at student education conference and we were having a similar discussion and

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some ideas we came up with was and again you know it's not just my ideas, right, literature

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is already suggest many many different approaches and people at least been doing some great

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work so some ideas were like we could have a more consistent approach with the language

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that we're using in the marking criteria and I know that it's not easy job you know

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it's very difficult to articulate the difference between the first critical analysis or exceptional

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critical analysis to a good amount of critical analysis but students would find some

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examples be really beneficial so there were some suggestions of breaking some examples

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down and then actually insert some where the marking criteria would be.

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This in practice may now be practical for certain type of assessment and especially

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potentially making it hard to actually be of standard practice across the board if you

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have loads of different types of assessment.

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I think students were generally saying they would find contact time the most beneficial

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so I think as a starting point instead of looking at the marking criteria and thinking

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about breaking some examples and inserting them into that which could actually be more

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amount of work thinking about your staff concern on workload in general I would suggest finding

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at least like a 50 minute slot you know like a standard seminar slot to have a go at delivering

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some peer assessment workshops where students could just have a look at some extracts from

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the same assignment preferably you know previous student summations to the same module and

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to actually have a go at marking.

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It's a fairly safe activities been out there again you know in the world in the assessment

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literacy world for 15 years and people's been done doing it in various different ways at

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least as well I think I would if he was not thinking about exploring this option they

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could always speak to either their learning advisor from the learning development team

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or they may have some colleagues that are in a department have already done it or they

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could work together with EAP lectures from the Longree Centre so I think there's various

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collaborative opportunities as well available so yeah just have a go.

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So there's lots of support out there.

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So we've kind of moved into starting to think about what are the kind of practical insights

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from your findings then so I'm hearing perhaps from what you've just said is that there are

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things that could be done to help make the assessment criteria more understandable for

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students but actually time spent working on a peer marking exercise or actually thinking

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about the assessment criteria in contact time is more valuable than that from what the students

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in your study said is that right?

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Yeah yeah there were real desire for more contact time on skills and literacy development.

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Great and so we've talked about then how you could change marking criteria that more contact

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time would be great were there any other kind of practical insights or implications for

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practice that you might be recommending?

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I think with curriculum redefined people have been talking about like program level assessment

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and learning outcomes etc etc and I think one thing I would recommend and I think a

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lot of colleagues have already been saying that they've been doing that in their curriculum

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redefined can I just call it CR from now?

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Yeah in their CR spring workshops it's mapping out the different types of assessment at a

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different points where students encounter them and actually have an overview of what

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students are experiencing their trajectory of assessment literacy development for the

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program and then actually mapping out the points of where peer assessment workshops

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or some assessment like and feedback sessions delivered by the program team will be useful

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to students overall or where a more module specific approach can be taken you know if

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there's like for example I think some modules are now using podcasting as the type of assessment

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and they may not be like in a common genre of assessment out there so then some module

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specific support sessions on how to develop your podcasting but also what are the skills

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outcomes that you're assessing students and how to achieve that would be quite useful

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I think otherwise just for staff to take more of an overview and awareness of where students

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are encounter different types of assessment and how do you actually scaffold development

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would be quite beneficial because especially the third year students were saying they found

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those discussions on literature review so valuable because they would be you know expecting

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of doing one for their bigger final year project and if they didn't take this module because

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the module is actually discovery if they didn't select this module they wouldn't have had

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it like a goal at doing a literature review until the very high stake final year project

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and they were saying they felt really nervous about that before but because of this module

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they had a goal they felt like oh actually I know kind of now how I do it but then you

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kind of think all right you know so the last two years at least didn't really prepare you

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for this type of assessment until your final year project that's that is quite you know

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I think in students mind that's what they felt was they felt really overwhelmed and

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they also felt really they felt at risk.

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Yeah yeah gosh yeah because that really does it is high stakes isn't it yeah final year

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dissertation yeah kind of waiting in your in demand for that yeah.

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I think one student used the word terrifying she was saying like it was honestly so terrifying

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and yeah I was looking at the some I was trying to find some course the other day in my Envivo

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library and I found that it was terrifying but then she found a discussion around the

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example so valuable and then she actually achieved a first and then she felt it must

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be working that her way of writing must be working because he got us first and now she

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felt like she was better you know she was like more ready against her final year project.

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And so this might be difficult to do but if you had to pick out a kind of one key finding

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or recommendation to share with people what would you choose?

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I think my key finding or piece of advice would be let's don't take student experience

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of assessment for granted there's a lot of like hidden curriculum assumptions out there

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that we need to really unpack and prepare students for as staff and some I'm really

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quite guilty of that myself so just speaking from my own experience having no work at least

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for now into the 10th academic years there are a lot of assumptions that we would or

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we could make of our students of their final years they would know what critical analysis

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look like in a literature review right but if they haven't they've never done it before

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and some of the students who actually from STEM disciplines and they were taking a discovery

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module in us they never experienced this way of being assessed of course they wouldn't

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have developed that awareness that understanding of what we are expecting of them and I know

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that again you know students different pathways and portfolios and discovery modules is another

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thing to worry about but at least I think within a department where people have control

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over the trajectory of their students academic literacy or skills development a more crafted

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approach a more scaffolded approach would be really beneficial rather than leaving students

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to explore and somehow figure it out on their own to muddle through kind of yeah great so

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slightly different kind of change in tact now I'm wondering is there anything that you

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might do differently if you're going to start your fellowship over I think now having done

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it right I felt like I knew what I was doing however I spent so much time obviously not

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knowing what I was doing or doubting myself of what I was doing so I think I spent too

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much time being in the low comfort low confident zone of just being very guilty of imposter

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syndrome which I think perhaps coming from a more from a practitioner background and

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then also obviously when I did a fellowship when I was based in a professional service

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setting would be quite natural or could be quite common for colleagues who share similar

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experience and backgrounds so you know I've been recently talking to again colleagues

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at SAC and then I was trying to bring this part of experience to them I think you know

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just go for it this fantastic support available from LITE from Emma from Dave when he was

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here and from everyone and just always appear there to support your ideas and to actually

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help you navigate the fellowship experience so don't struggle on your own yeah

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that's what we're here for to support fellows along the way so yeah well and I'm glad that

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we could do that with you it was a pleasure working with you on this fellowship and then

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I'm also curious to understand how the fellowship was for you so did you experience any personal

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benefits from doing your fellowship I think doing this fellowship and also it is my first

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time of doing a proper I would consider a big piece of research project on my own you

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know makes me realize how much I actually enjoy scholarship and I wanted to go a bit

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further with it and you know there was just an opportunity that came up at least that

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would allow this and also making my scholarship and would have done what I have done in education

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being recognized in the teaching and scholarship contract or role anyway so I moved on to become

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a lecturer now and scholarship is now part of my portfolio and I have decided that I

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will keep going with assessment literacy that's what I've said to people in my interview

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and that's what I promised what I would do in a new role so I'm currently exploring again

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trying to find a different angle to this topic because I'm in the field of like language

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language assessment and language teaching but also with the rise of gen AI the existence

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of gen AI we were just thinking about how we would develop and best support students

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AI literacy but also with unfortunately certain type of assessment you can now you can't

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actually students are not allowed to use gen AI so it's how we actually navigate this together

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with students.

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Yeah oh well we'll look forward to hearing about the findings of your next project then

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when you get to that space of being able to share it.

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So Jan it's been a pleasure to have this conversation with you today it's been great working with

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you over the fellowship and seeing how it's developed and how you've been able to share

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your research findings at various conferences and things like that so thanks for coming

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along today and we'll look forward to seeing what comes next.

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And thanks for having me and just thank you so so much to Emma and also to everyone at

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LITE for nurturing me through my fellowship and actually beyond I always I still feel

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like I'm part of LITE even though I'm kind of like done and gone.

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Always a LITE fellow.

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Excellent that's very kind of you to say thank you very much.

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Mileage of