My tale of me - Chris Jenkinson

As a life sciences student at the University of Manchester the way I was assessed in almost all modules I studied was through exams, and only exams. Yesterday, in my capacity as Academic Affairs Officer, I had the opportunity to talk to course representatives from life sciences and one of the topics we spent a fair amount of time on was whether exams are really the right way to test someone’s understanding of the subject matter, and if not, how they as representatives could go about changing the assessment system so they do test understanding.

I’ve already got strong opinions on the issue, so I sat back and enjoyed the discussion, occasionally clarifying some facts or asking some questions. It was significant that no one was that in favour of exams, other than in recognition that other methods of assessment take longer to mark and staff time is limited.

The two preferred methods suggested (though there were others) were more coursework essays spread throughout the semester, and more assessed group work or presentations. Someone made the point that in most careers, when people are asked to research a topic they are unlikely to spend crazy hours close to the deadline frantically cramming and then write a report in two hours without reference to the subject. Others talked about how, upon reflection the day after an exam, they’d already forgotten a fair amount of what they had just revised.

I’d be interested to hear what other students think about exams as a method of assessment. Do they work? What are they for? How would you prefer to be tested on your understanding of a subject?

“We’re here to improve the quality of education at the University of Manchester through open debate.”

Hi all,

Please come to the launch of the Education Assembly, on Wednesday 8th October, from 2-4pm. The event will be in the Council Chambers (top floor), Students’ Union, Steve Biko building, Oxford Road.

We’ll be discussing the University’s teaching and learning review, assessment and feedback, and finish off with higher education funding.

Teaching and learning review.

In September 2007 Alan Gilbert, the Vice-Chancellor, launched a massive grassroots review of how education works at the University of Manchester. The review looked at all aspects of education including the curriculum, personalised learning, the library, and student support, producing several recommendations on changes that must be made.

Student involvement in the process has been and will be crucial. Students have an excellent opportunity to contribute to how their education is delivered and we must take it.

Assessment and feedback.

Students across the university feel they are not given decent feedback, and the feedback they do get is late. The National Student Survey, filled in by final-year undergraduates, show this as one of the biggest problems students have.

The University recognises there is a problem. How do we, as students, help solve it?

Education funding.

Currently British and EU students contribute just over £3000 per year towards their degree, in addition to living costs, with non-EU students paying substantially more. The Government is launching a review of education funding in 2009.

The current system is unfair – we have an opportunity to challenge and put the case for an alternative funding model. What are the principles of education funding we believe in and how will we win our case?

Look forward to seeing you there,

Chris Jenkinson
Academic Affairs Officer