You don’t know like I know (which is why I set the exams for you to fail)

Last week, I ended with a rhetorical question about the 2,000 word essay and its hold on the HE imagination. You may recall that my question concerned the use of an assessment of 144 characters. In effect, what I was arguing for was the bringing in to our World the world of social media. Rather than thinking of social media as an evil presence lurking on the periphery of HE it is time to embrace it.
So, you’d think I’d be delighted this week to attend a meeting on a new module at my own institution that proposed to replace the current Level One first assignment of 750 words with one of just 250 words. However, I found myself feeling that this shift down was a retrograde step.
On reflection I have to ask myself whether I am just being a big old hypocrite. It has been known to happen. Or, am I just miffed that it was not my idea? That’s been known to happen too!
In my defence, then, when I argue for the abandonment of the 2,000 word essay as the sole form of assessment it is because I have a view that students are capable of so much more. Most students arrive at university with stories of their own to tell. Many have highly relevant experiences which underpin their decision to study. More importantly, in my area social science, all the students are members of the society we are studying. It is right, and inevitable, that given that they have spent a few years in that society that they have opinions about it.
In arguing for more imaginative forms of assessment, I am keen that students should have the opportunity to express themselves in different, but also culturally relevant ways. Students use Facebook and Twitter already – often more confidently than their tutors. It would shift the power balance to them if we allowed them to use their existing skills as some part of their studies.
By contrast, those promoting the 250 word essay made great use of the term “weaker students”. The decision to reduce the word count is not motivated by a desire to harness the experiences and imagination of students, but rather a functional imperative linked by a concern that not enough students were passing the course.
I do not like to impute motives to my colleagues as I am sure that they think that what they are doing is ‘helping’ students. But, the emphasis on weaker students does worry me a little bit. Whilst I would not dispute that any cohort of students will have a range of abilities, it concerns me that we begin to devise assessment with the stated aim of ensuring, so-called, weaker students will pass.
I am not convinced that weaker students problems are actually helped by reducing the assessment to 250 words, when the things many students struggle with, grammar, spelling, sentence construction, presenting a coherent argument etc do not disappear because they have to do these things in less words. I rather feel that to present a coherent argument, in good prose, in so few words will be harder, especially for students who are struggling anyway.
More worryingly, is a tendency to continue to negate the experience and opinions of students. Many students tell me that the reason they are studying is that they have an interest in some aspect of society and what they want to do is find out how to understand things more effectively.
What they find when they arrive at university is that they are discouraged from drawing on their own experiences. They are discouraged from using their imagination, in favour of being filled with often abstract theories by academics who like to tell them things. Moreover, we like to tell them things in a language which is often deliberately obtuse. I do wonder whether this is part of the process of professionalisation where a specialist language is invented to create an elitist illusion.
I like to believe that students and lecturing staff are in a partnership. That sometimes I have knowledge that I am able to pass on, but that my students have knowledge of their own which can, and should, shape mine. Assessment, seen through this prism is not a way of simply testing whether students have listened to what I have said but a dialogue between partners.

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