Alternative Assessment

What are Alternative Assessments?

Alternative Assessments encompass diverse, non-traditional evaluation methods aimed at assessing a student's ability to apply their knowledge, rather than simply recalling information they've learned.

Examples of Alternative Assessments are:

  • Portfolios: A curated compilation of student work demonstrating their learning progression over time.
  • Projects: Extended tasks that require students to apply knowledge and skills in practical, real-world scenarios.
  • Open-ended questions: Prompts that encourage students to offer detailed and thoughtful responses beyond a simple answer.
  • Oral presentations: Opportunities for students to share their work or ideas with a small audience.
  • Self-assessment: A process where students evaluate the quality of their own work.
  • Written compositions: Assignments in which students express their thoughts or knowledge on a given topic through writing.
Photo of student presenting to a group of students

How are Alternative Assessments being used at the University of Portsmouth?

Jovana Radulovic and Prof Ale Armellini are currently leading on a pilot at UoP for alternative assessments where some students on courses across all Faculties are being given a choice of summative assessment instruments.

The aim of the pilot is to enable students to demonstrate achievement of learning outcomes in a variety of ways, outside of traditional assessment norms and practices. 

The objectives of the pilot are:

  • To (re)design an trial alternative, innovative and authentic assessments, including assessment choice.
  • To support staff and students in the safe and responsible use of Generative AI in assessment.
  • To “assess our assessments” based on staff and student feedback on the trials, as well as performance - and then influence wider changes to assessment design if and where appropriate.

… without compromising rigour, quality and standards.

… with some relaxation on assessment regulations.

Jovana and Ale are working with course teams to ensure PSRB requirements are not breached (if a module is part of an accredited course). They are working with academic services to ensure alternative assessment choices are reviewed by external examiners and to clarify how the marks obtained during the pilot will be entered in SITS. 

Access and Participation Plan (APP)

Through the Access and Participation Plan as a university we are committed to:

Halving… 

  • continuation gaps between students with no disability and those who are disabled. 
  • the completion gap between students with no disability and those who are disabled.  
  • the completion gap between black female and black male students. 
  • progression gaps for first-degree graduates with multiple disabilities and social and communication impairments (compared with no disability). 
  • progression gaps for students from disadvantaged backgrounds.
     

Reducing… 

  • the continuation gap for students previously in receipt of FSM from 4.5% to no more than 2%. 
  • the completion gap for students from IMD quintiles 1&2 from 3.7% to no more than 2%.  
  • the awarding gap between white and PGM students from 14% in 2021/22 to 8%. 
  • the awarding gap between white and black students from 23.7% in 2021/22 to no more than 10%. 
  • the progression gap between white and PGM first-degree graduates from 4% in 2021/22 to no more than 2%. 
     

Eliminating… 

  • the continuation gap between FSM-eligible white males and non-FSM-eligible white males. 
  • the completion gap between black and white students. 

This ambitious list of commitments can be achieved in part by reviewing the Curriculum Framework so it can accommodate alternative, innovative and authentic assessments, including the notion of assessment choice, as well as by supporting students in the safe and responsible use of Generative AI. Some of these endeavours are already underway in some parts of the University. However, generally we are behind the sector in terms of pace of development. 

Why are Alternative Assessments important for our students?

They can inspire greater motivation and positivity in students by resembling real-world tasks and eliminating the need for proctoring. Alternative Assessments also tend to be more student-focused, emphasising individual needs and personal growth.

Alternative Assessments is not about making assessments easier to ensure that more students pass. Rather, they will, in the longer term, help us accommodate reasonable adjustments more efficiently and support students in fulfilling their potential and showcasing their best work, improving module and course performance as well as student outcomes.  

How can I take part in the pilot?

If you want to join the pilot, please contact Ale (ale.armellini@port.ac.uk) or Jovana (jovana.radulovic@port.ac.uk) in the first instance. Module teams will have the support of a Learning Designer, who will also provide examples of what other colleagues are doing as part of this pilot.