{"id":1589,"date":"2014-05-30T18:00:07","date_gmt":"2014-05-30T18:00:07","guid":{"rendered":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=1589"},"modified":"2014-05-30T18:02:36","modified_gmt":"2014-05-30T18:02:36","slug":"formative-thresholded-assessment-some-evaluation-findings","status":"publish","type":"post","link":"https:\/\/www.open.ac.uk\/blogs\/SallyJordan\/?p=1589","title":{"rendered":"Formative thresholded assessment – some evaluation findings"},"content":{"rendered":"

I haven’t said much about the Open University Science Faculty’s move to formative thresholded assessment (first introduced here<\/a>), or our evaluation of it, or our next steps. So much to catch up on…There is more on all aspects in the poster shown below, but you won’t be able to read the detail, so I’ll explain\u00a0what we have found\u00a0in a series of posts.<\/p>\n

\"\"<\/a><\/p>\n

First of all a reminder of what we mean by formative thresholded assessment: Students are required to demonstrate engagement by getting over a threshold of some sort in their continuous assessment but\u00a0their final module grade is determined by the module\u2019s examinable component alone.<\/p>\n

Two models of formative thresholded assessment are being trialled:
\n(a)\u00a0 Students are required to demonstrate engagement by reaching a threshold (usually 30%) in, say, 5 out of 7 assignments;
\n(b)\u00a0 Assignments are weighted and students are required to reach a threshold (usually 40%) overall.<\/p>\n

And what of the findings? Here are some of the headlines:<\/p>\n