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April 11, 2022

Creative Projects and the ‘state of play’ in diverse assessments – Lewis Beer

As a member of the newly formed ‘Diverse Assessments’ Learning Circle in WIHEA (led by Leda Mirbahai and Isabel Fischer), how have you engaged with this topic during your time in Higher Education, and are there any lessons for the future?

Back in 2015, while teaching on a Shakespeare module in Warwick’s English Department, I worked with several students who chose not to write a standard academic essay, but instead to submit a Creative Project – for instance a painting, an animated film, a screenplay – accompanied by a reflective essay. Students were advised to centre their project on a clear research question, and were also told that the project would be assessed not for its artistic quality but for its achievement ‘as a piece of intellectual exploration’.

None of this was my idea, and frankly it made me nervous. But when I saw the students’ creative outputs and accompanying reflections, and read the feedback my colleagues gave them, I could see the unique benefits of this assessment method. One student, Amy Brandis, produced a 55-minute documentary called Lady Macbeth: From Stratford to Stage. She sourced A/V equipment, enlisted the help of students, staff, and people outside the university, and developed filming and editing skills to a high standard. She also reflected incisively on the intellectual exploration entailed by this process. Amy has since pursued a career as a writer, film-maker, and script consultant. For students like her, the Creative Project opened up types of intellectual discourse, and levels of insight, that fall outside the scope of a ‘standard’ essay. It also enabled students to explore topics in a way that fed into their broader development goals: not just academic development, but also personal and professional.

Five years later, compiling the Student Innovation at Warwick report during my time in Warwick Enterprise, I spoke to over 120 colleagues across 33 departments about the myriad ways in which Warwick students can ‘engage with innovation’. One way is through innovative pedagogy, and especially through non-standard modes of assessment that encourage students to be creative and take risks. Not only in the English Department, but also in Engineering, Psychology, History, and many others, academics model the risk-positive mindset they want to foster: it’s no mean feat to overcome the administrative and pedagogical challenges of creating new assessment schemes, getting them approved, and introducing them to curious but anxious students. In my current role, supporting Warwick’s involvement in the EUTOPIA Alliance, I see this spirit of pedagogic experimentation playing out on an even larger scale. It’s wonderful that there is so much interesting work being done in this area, but more than a little overwhelming.

The WIHEA-funded project we will carry out in the ‘Diverse Assessments’ Learning Circle, between now and the end of 2022, is an opportunity to explore these issues more deeply, and with a sense of focus that makes the exploration feasible. The Learning Circle members are now pooling their knowledge and experiences to understand the current ‘state of play’ regarding diverse assessments at Warwick. We look forward to consulting a wider range of staff and students to understand the benefits and challenges of diversifying assessment schemes, and to help shape Warwick’s future vision regarding diverse assessments.

There’s still room for more people to join our circle! For further information, please contact the co-leads: Leda Mirbahai, Warwick Medical School (WMS) (Leda.Mirbahai@warwick.ac.uk) and Isabel Fischer, Warwick Business School (WBS) (Isabel.Fischer@wbs.ac.uk).

Link to blog one: Interested in diverse assessments?

Link to blog three: A Student Perspective on Assessment Diversity and Strategy


March 14, 2022

Interested in diverse assessments? – Isabel Fischer et al.

Interested in diverse assessments? Join our learning circle for an exciting grant-funded project on the future of assessments.

Authors: Isabel Fischer; Leda Mirbaha; Lewis Beer; Dawn Collins; Peter Fossey; Celine Martin; Natasha Nakariakov; Pula Prakash; Farrah Vogel-Javeri

We have recently created an interdisciplinary learning circle which aims to optimise the learning opportunities for Warwick students. We want to ensure that the teaching and learning opportunities are inclusive and cater for our diverse student community. Assessment and feedback are critical stages in the learning process. Using diverse assessments will ensure that students are not unfairly disadvantaged or advantaged by a specific form of assessment. Although it is worth noting that what may count as diverse assessment in one faculty may not necessary be seen as a diverse assessment approach in another. Therefore, using diverse assessments comes with its own challenges and barriers such as:

  • Diversification without sufficient opportunity for students to practice and get familiar with the new and different forms of assessment, disadvantaging group of students that may not be as familiar with certain style of assessments
  • The resource and time component needed for familiarisation then reduces the uptake and engagement by faculty with more innovative assessment approaches

Therefore, the aim of this learning circle is to capture both staff and student experience of diverse assessments and to involve students, staff, and other stakeholders in shaping the future of assessments. Furthermore, the learning circle aims to develop practical recommendations on overcoming some of the challenges associated with use of diverse assessments which will significantly benefit the community.

To achieve this we need your support!

If we have not yet convinced you to join our learning circle, then read on:

Vision: Our vision is to foster an inclusive environment where assessments are designed and developed in partnership with students, staff, and external stakeholders, to effectively promote learning, valuing students’ uniqueness and considering their future employment(s) and wellbeing, as well as the social and environmental responsibility and sustainability of the wider community.

Mission. Our mission is to:

  • Gather existing data on practices around use of diverse and inclusive assessments, including Warwick staff and student experiences
  • Develop shared understanding of principles and practice of diverse assessment
  • Develop an evaluative framework for measuring the success of diversified assessment strategies at module, year, and course level
  • Capture student and staff views on diverse assessments

To help us achieve our mission we have successfully applied and been awarded a WIHEA funding which will enable us to capture staff and student experiences of some of the diverse and innovative assessment approaches used in different disciplines to address some of the key questions around: 1) perception of diverse assessments from a staff and student perspective, 2) practical tips for successful application of the assessment method and marking, 3) communicating assessed skills and requirements, 4) overcoming challenges. To achieve this, we will conduct interviews with staff and students and will share resources, included but not limited to examples of assessments, marking and feedback rubrics and assessment briefs.

For further information on joining the learning circle please contact the co-leads: Leda Mirbahai, Warwick Medical School (WMS) (Leda.Mirbahai@warwick.ac.uk) and Isabel Fischer, Warwick Business School (WBS) (Isabel.Fischer@wbs.ac.uk)

Stay tuned for further updates and blogs on our initiative, such as: Creative Projects and the ‘state of play’ in diverse assessments – Lewis Beer


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