The survey data from this research is analysed using content analysis and thematic analysis methods. Kondracki, Wellman, and Amundson (2002) noted that the foundation of content analysis is the idea that texts are a rich source of data that have a lot of potential to disclose important details about specific phenomena. This process involves sorting text into groups of related categories by taking the participant and context into account thereby finding patterns, associations, similarities and differences that are both overt and implicit in the text. Similarly, the choice of thematic content analysis (TCA) in understanding the data in this research is because according to Anderson (2007), it is important to identify and study recurring themes in the texts submitted for analysis which is fundamental to gaining insight about participants’ perceptions.

 

DATA RESULT

A total of 27 students across levels 4 and level 6 animation students at the University of Brighton took part in the survey. The diagram below shows how many students from each level participated.

24 students indicated that they are familiar with the concept of formative and summative assessment while only 17 students said they were familiar with the learning outcomes of their current modules. Furthermore, only 15 students said they were familiar with the marking criteria for their current modules. 19 students noted that they are familiar with how you are currently assessed but expressed different views on how impactful the process is to their learning. 21 students indicated that current assessment method provide them with good feedback for improvement in their learning journey although only 16 students believed that current assessment types provide opportunities to give their very best. On the main subject of the research as indicated in the diagram below, only 2 students have an idea what the term meant. 

On whether they preferred the option of determining how they would be assessed, 15 students answered in the affirmative while 12 students were not keen.

The remaining set of questions required students to input some additional texts as well as indicate which options were more applicable to them in view of the current assessment types, possible solution and perceptions about feedback. The diagram below details these responses.

Given the above data, attempt will now be made to discuss the research findings in relation with the research.

RESEARCH FINDINGS

Data from the survey presented informed insight into the research hypothesis. Firstly, it indicated that while the researcher opined that variable assessment would enhance students experience and retention, a lot of the students had never heard about the term before. Some of the anonymous entries providing current perceptions of the term includes the following:

 

  • “I think it means assessing someone not by the regular academic methods but by including the person’s actual skills, interests and personality…”
  • “… assessment criteria varying based on a student”
  • “Different assessments and marking criteria for different individuals”
  • “Multiple ways to be assessed. You can pick out of different assessments”
  • “Assessment from many different people”
  • “… I think its assessing with different tests (variables)”

Most of the students believe the current assessment methods have been beneficial to their studies, and equally agreed that they enjoy good feedback to help improve in your learning journey. However, over half of the participants were open to the idea of having a say in how they are assessed. Some of the actual responses are listed below.

 

  • “I don't mind how we do it already, but choosing how we are assessed could benefit some peoples’ skillsets than having to stick to one assessment type. Having a choice lets people tailor and show off what they know best.”
  • “I would like to be able to choose between a few options of things to work on for my submission.”
  • “… it allows more freedom and for me to get the best mark I can get”
  • “Freedom of choice is good”
  • “It would be nice to be able to control how you’re assessed in some way”
  • “It could give more personalized feeling to the assessment”
  • “It may improve the studying experience”
  • “… everyone should be assessed by their unique and individual work process”
  • “Having a direct line with the tutors will not only help us understand the marking criteria but it will also provide tutors with feedback as to how the students are understanding the learning objectives.”

Some students were passive on whether variable assessment would be of benefit to them or not but were open to further enlightenment on this. On the assessment type, most participants appreciated the blend of theory and practice but majority of them wanted a more practical approach to the modules as they believe it fortifies them with the skillset needed to excel in the industry.

 

  • “I personally prefer practical projects...”
  • “I would prefer practical as I think animation is more practical than speculative.”
  • “I think the question is formatted poorly, but I would prefer practical projects as it has more leverage for us to show our understanding of a subject and allows us to put it into a practical use we couldn't get with written essays.”
  • “It feels like we already do a practical project with the assessments, but it might be easier to prove it with a practical or essay explaining knowledge than an open-ended project”
  • “I would prefer a mix of practice projects and written essays as it showcases different skills, and different things can be determined by the different forms.”
  • “I think the number of essays we have now are good and there should be no more”
  • “I believe both are crucial to the development of a student and should both be integrated into the courses and modules”
  • “I prefer to do practical projects as they may contribute to an end of year showreel/portfolio”
  • “I prefer written essays as it allows to show a clear understanding and academic view of the subject, but it should be in conjunction with practical projects”.
  • “I think both are good but practical projects are better”

 

In general, the overall sentiment leaned towards the need to explore this research further by engaging all stakeholders in intentional discourse around what works best for the course by re-evaluating most of the current assessment methods in the course.