Block Teaching at Manchester Met: developing an agile and flexible Assessments and Feedback Strategy during the Covid-19 Pandemic

Graeupl, Alice and Miller, Amanda ORCID: https://orcid.org/0000-0003-4005-1593 (2023) Block Teaching at Manchester Met: developing an agile and flexible Assessments and Feedback Strategy during the Covid-19 Pandemic. Learn in Block.

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Abstract

Shortly after the academic year 2019/20 finished and we found ourselves in the middle of a worldwide pandemic with no end in sight, the decision was made at institutional level that all undergraduate and postgraduate taught courses would be delivered in blocks during 2020/21 (some courses were awarded exceptions, but they will not be discussed in this case study). Ultimately, these pandemic induced changes to assessment and feedback practices resulted in better student outcomes. This case study will walk you through two phases which each represent one academic year of teaching in blocks. From an assessment point of view the 30 credit units posed a dilemma and challenge as they were traditionally set up with two separate assessments e.g., a report and an exam over a 12- week period. Phased submissions over the 12 weeks then allowed the assessments to be scaffolded and completion of the second assessment would rely on work being achieved in the first assessment. The move to six-week teaching blocks for a unit meant the fundamental relationship between the assessment and teaching delivery needed revisioning.