A Review of a Faculty-Wide Change in Assessment Practice for Open and Distance Learners of Science

Abstract

Previous practice in the Open University Science Faculty has been for all modules to be assessed by a combination of summative continuous assessment, with extensive feedback comments, and an end-of-module task (an examination or an extended assignment). This practice, although wellestablished and apparently well received, has led to concerns, as reportedelsewhere, that staff and students have a different understanding of the purpose of continuous assessment: staff see its purpose as primarily formativewhilst students are primarily concerned with obtaining high marks.