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content="2019-05-29T13:52:29Z"/> +<meta +name="Content-Type" content="application/pdf"/> +<meta name="stream_size" +content="101489"/> +<meta name="xmp:MetadataDate" +content="2019-05-29T14:52:29Z"/> +<meta name="X-Parsed-By" + content="org.apache.tika.parser.DefaultParser"/> +<meta +name="X-Parsed-By" + content="org.apache.tika.parser.pdf.PDFParser"/> +<meta +name="creator" content="Ashley"/> +<meta name="dc:language" +content="EN-GB"/> +<meta name="pdf:producer" + content="Adobe PDF Library 15.0"/> +<meta +name="access_permission:assemble_document" content="true"/> +<meta +name="xmpTPg:NPages" content="9"/> +<meta name="pdf:hasXMP" + content="true"/> +<meta +name="access_permission:extract_content" content="true"/> +<meta +name="pdf:docinfo:custom:Company" + content="University of Strathclyde"/> +<meta +name="access_permission:can_print" content="true"/> +<meta +name="SourceModified" content="D:20190528113809"/> +<meta +name="access_permission:can_modify" content="true"/> +<meta +name="pdf:docinfo:created" content="2019-05-29T13:52:24Z"/> +<title>Assessment and Feedback Policy</title> +</head> +<body> + <div class="page"> + +<p/> +<p> +</p> +<p> +</p> +<p> +</p> +<p> ASSESSMENT AND +FEEDBACK POLICY +</p> +<p> +</p> +<p>Version No. Description Author Approval Effective Date +</p> +<p>1.2 Assessment and +</p> +<p>Feedback Policy – +</p> +<p>applicable to both +</p> +<p>undergraduate and +</p> +<p>postgraduate taught +</p> +<p>courses +</p> +<p>Assessment +</p> +<p>and +</p> +<p>Feedback +</p> +<p>Working +</p> +<p>Group +</p> +<p>Senate From academic +</p> +<p>year 2019-20 +</p> +<p> Version 1.2 +</p> +<p> + +the place of useful learning +The University of Strathclyde is a charitable body, registered in +Scotland, number SC015263 +</p> +<p> +</p> +<p> + + </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 1 +</p> +<p> +</p> +<p>1. RATIONALE +</p> +<p>In higher education, “assessment” describes any process that involves the evaluation or +appraisal of a student’s knowledge, understanding, skills, attitudes or abilities. In line with the +QAA UK Quality Code for Higher Education, assessment is taken to be an integral component +of teaching and learning, and serves multiple purposes. In addition to enabling evaluation and +measurement of students’ learning, effective assessment shapes and enhances student +learning. Assessments should therefore be designed to facilitate students’ attainment of +intended learning outcomes, and permit the measurement of such attainments against explicit +criteria. A holistic approach to assessment at course level can also support the development of +distinctive Strathclyde graduate attributes: graduates that are engaged, enquiring, enterprising, +and ethically and globally aware. Recent publications on assessment and feedback in higher +education suggest a ‘transformation’ is required to ensure that assessment and feedback +practices enable students to develop such attributes and the skills needed to be lifelong +learners in the 21st century.1 +</p> +<p>This approach recognises that assessment is central to learning and teaching, and is not +designed solely to measure student learning. Also essential to enhancing learning, is the +provision of continuous feedback to students on their learning; it is recognised that feedback +takes different forms (e.g. replies to posts on a discussion forum), but in relation to assessment, +useful feedback is feedback that is specific in informing learners the extent to which they have +met published assessment criteria, and explains to them what they need to do to improve. +Ensuring feedback is clear, specific, and adopts a supportive tone is most likely to foster +student engagement with feedback. The role of feedback in effectively supporting student +learning should be recognised at the assessment design stage, where factors such as the +timing of the release of feedback and the scheduling of subsequent assessments are +considered (particularly where feedback can be used by students to improve the development +of future work), as well as the provision of opportunities for students to clarify feedback. +</p> +<p>The University expects that feedback will normally be returned to students within 15 working +days of assessment submission2. The University’s VLE, Myplace, provides a platform for the +electronic return of grades and feedback, and where permitted by the nature of an assessment, +staff are expected to implement the submission of assessments online through Myplace, in +order to promote effectiveness and efficiency in each stage of the assessment and feedback +process. In addition, Myplace should be used to manage assessments that are submitted offline +in order to implement the Policy and Procedure on Extensions to Coursework Submission and +Procedures for the Recording and Publication of Marks. Staff should also be cognisant of +specific issues relevant to equality, diversity and inclusion in designing assessments and +providing feedback, which may affect particular groups of students.3 +</p> +<p> +1 For example: Boud, D. &amp; Falachikov, N. (Eds.). (2007). Rethinking Assessment in Higher Education. Oxon: +Routledge; Higher Education Academy. (2012). A Marked Improvement. Transforming assessment in higher +education. York: The Higher Education Academy; Merry, S., Price, M., Carless, D. &amp; Taras, M. (Eds.). (2013). +Reconceptualising Feedback in Higher Education. Developing Dialogue with Students. Oxon: Routledge; +Carless, D. (2015). Excellence in university assessment: learning from award-winning practice. London: +Routledge. +2 Exceptions to this are dissertations or assessments with credit weightings of 40 credits or higher, and where +double marking is required. (See the Policy on Moderation and Double Marking). +3 Staff are advised to consult the University’s equality impact assessment information where relevant. </p> +<p/> +<div class="annotation"> + <a href="https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment">https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment</a> +</div> +<div class="annotation"> + <a href="https://www.strath.ac.uk/equalitydiversity/eia/">https://www.strath.ac.uk/equalitydiversity/eia/</a> +</div> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 2 +</p> +<p> +</p> +<p>Previous work on assessment at Strathclyde (through the Re-Engineering Assessment +Practices4 and Peer Evaluation in Education Review5 projects, together with the work on Peer +and Community Personal Development Planning), have emphasised the importance of +providing students with opportunities to self- and peer-assess, and for students to develop the +capacity to evaluate, reflect on6 and manage their own learning through the effective use of +feedback. Published research also highlights the importance of developing students’ +understanding of the criteria and standards by which their work is assessed, and suggests that +providing students with the opportunity to analyse and discuss the qualities of carefully selected +exemplars is an effective learning activity to achieve this7. It is widely recognised that these will, +in the long-term, help develop attitudes and skills that foster engagement and independence in +learning. + +The aim of the current policy is to develop an institution-wide approach to assessment and +feedback that enhances the effectiveness of assessment in aiding students to achieve the +necessary knowledge and skills described in a class or programme’s intended learning +outcomes. The policy is underpinned by principles of assessment and feedback (outlined in +section 3) that reflect this aim and a commitment to ensuring our assessment and feedback +practices are fair, transparent, and continuously reviewed. In short, to ensure they continue to +be fit for purpose. This policy should be adhered to across the University. The implementation +of the policy will be monitored by the Quality Assurance Committee. +</p> +<p> +2. SCOPE +</p> +<p>This policy applies to all undergraduate and postgraduate taught programmes offered by the +University. This policy should be read in conjunction with other relevant University policies and +procedures. The University website contains policies and procedures on a range of +assessment-related matters, including: ensuring equality, guidance for staff on supporting +students with a disability, guides for staff marking assessments in undergraduate and +postgraduate taught courses, guidance for students and staff on avoiding plagiarism, guidance +for staff in dealing with possible cases of plagiarism, policies on classifying honours degrees +and other degree awards, and on awarding motivational merit and distinction, guidance on the +compensation scheme, the role of external examiners in taught courses, the procedure for +dealing with student discipline cases, guidance for staff on the appeals procedure and +accounting for students’ personal circumstances. +</p> +<p> +</p> +<p> +</p> +<p> + +4 REAP Project, accessed at http://www.reap.ac.uk/ +5 PEER Project, accessed from: http://www.reap.ac.uk/PEER.aspx. The site contains a PEER toolkit +containing guidance for staff on using peer review. +6 Winstone, N. &amp; Nash. R. (2016). The Developing Engagement with Feedback Toolkit (DEFT). The Higher +Education Academy. https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit- +deft +7 Carless, D. &amp; Boud, D. (2018): The development of student feedback literacy: enabling uptake of feedback, +Assessment &amp; Evaluation in Higher Education, DOI: 10.1080/02602938.2018.1463354 </p> +<p/> +<div class="annotation"> + <a href="http://www.strath.ac.uk/staff/policies/academic/">http://www.strath.ac.uk/staff/policies/academic/</a> +</div> +<div class="annotation"> + <a href="http://www.reap.ac.uk/">http://www.reap.ac.uk/</a> +</div> +<div class="annotation"> + <a href="http://www.reap.ac.uk/PEER.aspx">http://www.reap.ac.uk/PEER.aspx</a> +</div> +<div class="annotation"> + <a href="https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft">https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft</a> +</div> +<div class="annotation"> + <a href="https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft">https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft</a> +</div> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 3 +</p> +<p> +</p> +<p>3. ASSESSMENT AND FEEDBACK PRINCIPLES + +</p> +<p>These principles have been widely consulted on across the University, and must be adhered to +throughout the institution. +</p> +<p>PRINCIPLE 1. ASSESSMENT AND FEEDBACK PRACTICES PROMOTE EFFECTIVE +STUDENT LEARNING +</p> +<p>1.1 Assessment and feedback activities are designed to foster student engagement, to +support and measure students’ attainment of knowledge, understanding, and +transferable skills. +</p> +<p>1.2 A range of assessment methods are used, increasing in complexity across a +programme, and taking into consideration student and staff workloads. +</p> +<p>1.3 Assessment and feedback practices align with intended learning outcomes and +assessment criteria, and provide opportunities for students to be active participants in +the process, including opportunities for students to discuss feedback. +</p> +<p>1.4 Timely, constructive, and supportive feedback helps students understand the extent to +which they have fulfilled the assessment criteria, and supports students to use their +feedback in the development of subsequent work. +</p> +<p>1.5 The timing of assessments and return of feedback should be scheduled to enable +students to use feedback to inform their approach to subsequent assessments. The +release of feedback should consider the ability of students to gain further feedback and +support, and avoid release in close proximity to periods where the university is closed +</p> +<p>1.6 Where examinations are used, students should receive at least general feedback soon +after the examination. Students who wish to view their exam scripts following the +provision of general feedback should be facilitated to do so under supervision of staff. +</p> +<p>PRINCIPLE 2. ASSESSMENT AND FEEDBACK PRACTICES ARE APPROPRIATE, FAIR, +AND TRANSPARENT +</p> +<p>2.1 Assessment tasks are appropriate to disciplinary and/or professional contexts. +2.2 Assessment applies rigorous academic standards related to and across, the discipline(s) +</p> +<p>or professional context and is based on clearly defined assessment criteria. +2.3 Assessment grading and feedback is based solely on students’ achievement against +</p> +<p>criteria and standards. +2.4 Assessment and feedback practices are fair, inclusive and accessible to all students. +</p> +<p>PRINCIPLE 3. ASSESSMENT AND FEEDBACK PRACTICES ARE CLEARLY +COMMUNICATED TO STUDENTS AND STAFF +</p> +<p>3.1 Students must be made aware at the beginning of a class of the details of assessments, +including the purpose, weighting, and timing of assessment. +</p> +<p>3.2 Students must be made aware at the beginning of a class of the nature and timing of +feedback. Where unexpected problems cause a delay in the return of feedback within 15 +working days, an explanation will be provided to students, along with a new date for the +return of feedback. +</p> +<p>3.3 All students and staff are made aware at the start of a class of the criteria and standards +used to assess and provide feedback on students’ work. </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 4 +</p> +<p> +</p> +<p>3.4 Students must be made aware of relevant policies and procedures around academic +honesty in assessment, and of procedures associated with personal circumstances, +extensions to the deadlines of coursework, and late submission of coursework. +</p> +<p>3.5 There are opportunities for students and staff to engage in a dialogue around +assessment and feedback, including opportunities for students to clarify feedback. +</p> +<p>3.6 In each programme the processes for marking, moderation, and feedback are +appropriate and fair and are explained to students and staff. +</p> +<p>PRINCIPLE 4. ASSESSMENT AND FEEDBACK PRACTICES ARE CONTINUOUSLY +REVIEWED +</p> +<p>4.1 The timing of assessment activities at cohort level, including the timing of examinations, +are monitored and reviewed, in order to minimise bunching. +</p> +<p>4.2 Assessment and feedback activities, and the outcomes of assessment, are reviewed via +the class and course approval and/or review processes, and external examining +processes. +</p> +<p>4.3 Assessment and feedback activities are continuously reviewed to ensure effective +alignment with a programme’s intended learning outcomes and graduate attributes. +</p> +<p>4.4 Opportunities to develop effective practice and innovation in assessment and feedback +are available to all staff involved in assessment. +</p> +<p> +4. ANONYMOUS MARKING +</p> +<p>4.1 Anonymous marking (when the identity of a student is not known to a marker and/or exam +board) will be used for all assessments wherever possible and appropriate, including formal +written examinations at both undergraduate and postgraduate levels. +</p> +<p>4.2 Where anonymous marking is not possible, for example where an alternative method of +assessment has been used for a student with a disability, additional scrutiny by a second +marker may be appropriate. +</p> +<p>4.3 Other exceptions will be where the mode of assessment (e.g., presentations or oral +examinations) prevents anonymity, or where there is pedagogical justification (e.g., the use +of ipsative feedback). +</p> +<p>4.4 Double marking is effective practice for assessments that are not marked anonymously and +for dissertations, or comparable assessments. +</p> +<p> +5. RESPONSIBILITIES FOR IMPLEMENTATION +</p> +<p>5.1 The University assumes responsibility for: +- Providing staff with opportunities to develop effective practice in assessment and +</p> +<p>feedback through the Organisational Staff and Development Unit (Strathclyde Teaching +Excellence Programme) Education Enhancement (the University’s VLE, Myplace offers +various tools to support effective practice in assessment and feedback, including +handling peer review/assessment activities, online assessment submission and return of +feedback, and enabling efficient communication with different student and staff groups; +the Sharing Practice in Enhancing Learning and Teaching (SPELT) platform, and </p> +<p/> +<div class="annotation"> + <a href="https://www.strath.ac.uk/hr/learninganddevelopment/step/">https://www.strath.ac.uk/hr/learninganddevelopment/step/</a> +</div> +<div class="annotation"> + <a href="https://www.strath.ac.uk/hr/learninganddevelopment/step/">https://www.strath.ac.uk/hr/learninganddevelopment/step/</a> +</div> +<div class="annotation"> + <a href="http://spelt.strath.ac.uk/pages/viewpage.action;jsessionid=01EB624BAAB6873613854F3DC2EE7433?pageId=8979188">http://spelt.strath.ac.uk/pages/viewpage.action;jsessionid=01EB624BAAB6873613854F3DC2EE7433?pageId=8979188</a> +</div> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 5 +</p> +<p> +</p> +<p>TESTA), the Disability and Wellbeing Service (for ensuring assessments are accessible +to all students), and the Equality and Diversity Office; +</p> +<p>- Providing adequate resources, including information technology systems, to support +effective practice (Information Services Directorate, Student Business, Education +Enhancement); and +</p> +<p>- Monitoring implementation of this policy through the Quality Assurance Committee +(Education Enhancement). +</p> +<p>5.2 Faculties are responsible for: overseeing and receiving reports from programme exam +boards; scrutinising external examiners’ reports and responding to them; ensuring +consistency in the implementation of this and other related policies across programmes, +and sharing effective practice within and between faculties. +</p> +<p>5.3 Heads of Department/School are responsible for: instructing colleagues within their +Department/School to note and adhere to the Assessment and Feedback Policy and +Procedures for Recording and Publication of Marks, Procedures on Preparing and +Conducting Exams, and other related policies such as the Policy on the Late Submission of +Coursework, Policy on Extensions to Coursework Submission, the Policy on Moderation +and Double Marking, and Guidance on Marking Assessments in Undergraduate and +Postgraduate Taught courses; and for ensuring that marking of assessments is sufficiently +resourced to enable feedback to be returned within 15 working days of assessment +submission. +</p> +<p>5.4 Programme Exam Boards are responsible for: making sure assessments across a +programme are marked fairly; ensuring university and faculty regulations are adhered to; +and responding to points made by External Examiners. +</p> +<p>5.5 Programme Leaders/Directors are responsible for ensuring a coherent and effective +approach to assessment and feedback is taken across a programme of study. This +approach will involve: +</p> +<p>- Ensuring a range of assessment methods are used throughout a programme of study, +as appropriate to the discipline; +</p> +<p>- Monitoring the intensity and equity of assessments across and between programmes, +with due consideration to joint honours degrees; +</p> +<p>- Designing and reviewing the Assessment Schedule and Exam Timetable within a +programme and requesting amendments where there is assessment/exam bunching; +</p> +<p>- Developing effective moderation and/or double marking procedures, in line with the +Policy on Moderation and Double Marking; +</p> +<p>- Ensuring procedures are in place for monitoring students’ use of the Policies and +Procedures on Extensions to Coursework Submission and Late Submission of +Coursework, as a mechanism for identifying students who may require support; and +</p> +<p>- Ensuring procedures related to assuring fairness in assessment, such as moderation +and the role of External Examiners, are communicated to students. +</p> +<p>5.6 Year Coordinators and/or Module Coordinators are responsible for: +</p> +<p>- Having an overview of summative assessment activities within a programme of study to +avoid, where possible, a concentration of assessment deadlines, including examinations; </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 6 +</p> +<p> +</p> +<p>- Making sure the details of all assessments are provided at the start of a class; +- Ensuring assessment criteria that is aligned to intended learning outcomes and the +</p> +<p>University’s Guidance on Marking Assessments in Undergraduate and Postgraduate +Taught programmes, is transparent and made available to students at the start of a +class; +</p> +<p>- Providing opportunities for students to use feedback prior to the submission of any +subsequent related assessments; +</p> +<p>- Working with students to develop effective practice in assessment and feedback, +including: providing students with opportunities to develop their understanding of the +criteria and standards used to assess their work and supporting students to engage with +and use feedback; +</p> +<p>- Obtaining feedback from students in relation to assessment and feedback for module(s) +for which they are responsible, and for communicating any actions on this feedback to +students; and +</p> +<p>- For undertaking effective moderation and/or double marking procedures. +</p> +<p>5.7 Staff involved in assessing students’ work are responsible for: +</p> +<p>- Designing assessments that effectively facilitate and measure students’ achievement of +intended learning outcomes; +</p> +<p>- Assessing students’ work according to published assessment criteria which are aligned +to intended learning outcomes and the University’s Guidance on Marking Assessments +in Undergraduate and Postgraduate Taught programmes; +</p> +<p>- Providing timely, informative and helpful feedback which enables students to further +improve their learning and performance wherever possible; +</p> +<p>- Informing students when, where and how feedback will be provided; +- Engaging in dialogue with students about assessment and feedback; and +- Continuously reviewing their approaches to assessment and feedback to reflect effective +</p> +<p>practice. +</p> +<p>5.8 Students are expected to be responsible for their own learning through: +</p> +<p>- Understanding the requirements of individual assessments, and actively engaging with +assessment tasks by devoting appropriate time and effort; +</p> +<p>- Developing an understanding of the relationship between intended learning outcomes +and assessment criteria, and standards in their programme of study; +</p> +<p>- Ensuring their academic work is authentic and honestly produced; +- Finding out where, how and when work is submitted and how and when feedback is +</p> +<p>provided; +- Actively engaging, reflecting, and using provided feedback; +- Understanding the academic policies and procedures related to assessment and +</p> +<p>feedback, including Personal Circumstances Procedure, Policy and Procedures for the +Late Submission of Coursework, Policy on Moderation and Double Marking, Policy on +Extensions to the Submission of Coursework, and Compensation and Motivational Merit; +</p> +<p>- Seeking academic support when needed, for example, if feedback needs to be clarified; +and +</p> +<p>- Participating in the development of assessment and feedback practices at class and +programme levels. </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 7 +</p> +<p> +</p> +<p>6. DEFINITIONS OF TERMS + +Assessment The process of measuring the performance of students +</p> +<p>(as in examinations, assignments and other assessable +work) that enables students to monitor their progress +and contributes to their academic results. + +</p> +<p>Assessment criteria + +</p> +<p> +</p> +<p>Specific criteria against which pieces of work are +assessed. An understanding of the criteria must be +shared by markers and students. Feedback should +relate to these criteria. +</p> +<p>Assessment bunching The perception of assessments within a programme of +study being scheduled too closely together. + +</p> +<p>Assessment schedule + +</p> +<p>A timeline of all cohort level assessment. +</p> +<p>Exam bunching Where the scheduling of two exams falls within a 23 +hour period. + +</p> +<p>Feedback Information provided to students on the quality of their +performance in relation to assessment criteria, which +forms the basis of improved student learning. + +</p> +<p>Formative assessment + +</p> +<p>This type of assessment normally has no or low +weighting in the final mark for a module or programme. +The goal of formative assessment is to provide an +opportunity for students to monitor their learning and +provide feedback to teachers that can be used to +review their teaching. + +</p> +<p>Graduate attributes Qualities, skills, dispositions, and understanding that +students are expected to develop. At Strathclyde these +are referred to as the 4 E’s – engaged, enquiring, +enterprising and ethically and globally aware. + +</p> +<p>Intended learning outcomes What the student is expected to be able to do or +demonstrate, in terms of particular knowledge, skills +and understanding, by the end of a module or +programme. + +</p> +<p>Ipsative feedback + +</p> +<p>This type of feedback compares a student’s +performance on a current assessment with +performance on a previous assessment. + +</p> +<p>Moderation The process of checking that assessment criteria are +consistently applied across markers in marking +students’ work. + +</p> +<p>Module The individual components of a programme, normally +worth 20 or 10 credits. + +</p> +<p>Module evaluation The process of obtaining feedback from students on all +aspects of teaching, learning, and assessment within a </p> +<p/> +</div> +<div class="page"> +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 8 +</p> +<p> +</p> +<p>module. + +</p> +<p>Programme The full degree programme leading to an award. + +</p> +<p>Seen double marking Where an assessment is independently marked by two +markers, but where the second marker has access to +the marks or comments of the first marker. + +</p> +<p>Summative assessment Assessment is summative when the grading of an +assessment contributes to the final grade for a class or +course. The aim of summative assessment is to +evaluate students’ attainment of the intended learning +outcomes within a unit of study. + +</p> +<p> +Unseen double marking + +</p> +<p>Where an assessment is independently marked by two +markers who do not have access to the grades or +comments of the other marker. + +</p> +<p>Working days The University’s standard working week is normally +Monday to Friday, covering five working days. 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RATIONALE +</p> +<p>In higher education, “assessment” describes any process that involves the evaluation or +appraisal of a student’s knowledge, understanding, skills, attitudes or abilities. In line with the +QAA UK Quality Code for Higher Education, assessment is taken to be an integral component +of teaching and learning, and serves multiple purposes. In addition to enabling evaluation and +measurement of students’ learning, effective assessment shapes and enhances student +learning. Assessments should therefore be designed to facilitate students’ attainment of +intended learning outcomes, and permit the measurement of such attainments against explicit +criteria. A holistic approach to assessment at course level can also support the development of +distinctive Strathclyde graduate attributes: graduates that are engaged, enquiring, enterprising, +and ethically and globally aware. Recent publications on assessment and feedback in higher +education suggest a ‘transformation’ is required to ensure that assessment and feedback +practices enable students to develop such attributes and the skills needed to be lifelong +learners in the 21st century.1 +</p> +<p>This approach recognises that assessment is central to learning and teaching, and is not +designed solely to measure student learning. Also essential to enhancing learning, is the +provision of continuous feedback to students on their learning; it is recognised that feedback +takes different forms (e.g. replies to posts on a discussion forum), but in relation to assessment, +useful feedback is feedback that is specific in informing learners the extent to which they have +met published assessment criteria, and explains to them what they need to do to improve. +Ensuring feedback is clear, specific, and adopts a supportive tone is most likely to foster +student engagement with feedback. The role of feedback in effectively supporting student +learning should be recognised at the assessment design stage, where factors such as the +timing of the release of feedback and the scheduling of subsequent assessments are +considered (particularly where feedback can be used by students to improve the development +of future work), as well as the provision of opportunities for students to clarify feedback. +</p> +<p>The University expects that feedback will normally be returned to students within 15 working +days of assessment submission2. The University’s VLE, Myplace, provides a platform for the +electronic return of grades and feedback, and where permitted by the nature of an assessment, +staff are expected to implement the submission of assessments online through Myplace, in +order to promote effectiveness and efficiency in each stage of the assessment and feedback +process. In addition, Myplace should be used to manage assessments that are submitted offline +in order to implement the Policy and Procedure on Extensions to Coursework Submission and +Procedures for the Recording and Publication of Marks. Staff should also be cognisant of +specific issues relevant to equality, diversity and inclusion in designing assessments and +providing feedback, which may affect particular groups of students.3 +</p> +<p> +1 For example: Boud, D. &amp; Falachikov, N. (Eds.). (2007). Rethinking Assessment in Higher Education. Oxon: +Routledge; Higher Education Academy. (2012). A Marked Improvement. Transforming assessment in higher +education. York: The Higher Education Academy; Merry, S., Price, M., Carless, D. &amp; Taras, M. (Eds.). (2013). +Reconceptualising Feedback in Higher Education. Developing Dialogue with Students. Oxon: Routledge; +Carless, D. (2015). Excellence in university assessment: learning from award-winning practice. London: +Routledge. +2 Exceptions to this are dissertations or assessments with credit weightings of 40 credits or higher, and where +double marking is required. (See the Policy on Moderation and Double Marking). +3 Staff are advised to consult the University’s equality impact assessment information where relevant. </p> +<p/> +<div class="annotation"> + <a href="https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment">https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment</a> +</div> +<div class="annotation"> + <a href="https://www.strath.ac.uk/equalitydiversity/eia/">https://www.strath.ac.uk/equalitydiversity/eia/</a> +</div> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 2 +</p> +<p> +</p> +<p>Previous work on assessment at Strathclyde (through the Re-Engineering Assessment +Practices4 and Peer Evaluation in Education Review5 projects, together with the work on Peer +and Community Personal Development Planning), have emphasised the importance of +providing students with opportunities to self- and peer-assess, and for students to develop the +capacity to evaluate, reflect on6 and manage their own learning through the effective use of +feedback. Published research also highlights the importance of developing students’ +understanding of the criteria and standards by which their work is assessed, and suggests that +providing students with the opportunity to analyse and discuss the qualities of carefully selected +exemplars is an effective learning activity to achieve this7. It is widely recognised that these will, +in the long-term, help develop attitudes and skills that foster engagement and independence in +learning. + +The aim of the current policy is to develop an institution-wide approach to assessment and +feedback that enhances the effectiveness of assessment in aiding students to achieve the +necessary knowledge and skills described in a class or programme’s intended learning +outcomes. The policy is underpinned by principles of assessment and feedback (outlined in +section 3) that reflect this aim and a commitment to ensuring our assessment and feedback +practices are fair, transparent, and continuously reviewed. In short, to ensure they continue to +be fit for purpose. This policy should be adhered to across the University. The implementation +of the policy will be monitored by the Quality Assurance Committee. +</p> +<p> +2. SCOPE +</p> +<p>This policy applies to all undergraduate and postgraduate taught programmes offered by the +University. This policy should be read in conjunction with other relevant University policies and +procedures. The University website contains policies and procedures on a range of +assessment-related matters, including: ensuring equality, guidance for staff on supporting +students with a disability, guides for staff marking assessments in undergraduate and +postgraduate taught courses, guidance for students and staff on avoiding plagiarism, guidance +for staff in dealing with possible cases of plagiarism, policies on classifying honours degrees +and other degree awards, and on awarding motivational merit and distinction, guidance on the +compensation scheme, the role of external examiners in taught courses, the procedure for +dealing with student discipline cases, guidance for staff on the appeals procedure and +accounting for students’ personal circumstances. +</p> +<p> +</p> +<p> +</p> +<p> + +4 REAP Project, accessed at http://www.reap.ac.uk/ +5 PEER Project, accessed from: http://www.reap.ac.uk/PEER.aspx. The site contains a PEER toolkit +containing guidance for staff on using peer review. +6 Winstone, N. &amp; Nash. R. (2016). The Developing Engagement with Feedback Toolkit (DEFT). The Higher +Education Academy. https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit- +deft +7 Carless, D. &amp; Boud, D. (2018): The development of student feedback literacy: enabling uptake of feedback, +Assessment &amp; Evaluation in Higher Education, DOI: 10.1080/02602938.2018.1463354 </p> +<p/> +<div class="annotation"> + <a href="http://www.strath.ac.uk/staff/policies/academic/">http://www.strath.ac.uk/staff/policies/academic/</a> +</div> +<div class="annotation"> + <a href="http://www.reap.ac.uk/">http://www.reap.ac.uk/</a> +</div> +<div class="annotation"> + <a href="http://www.reap.ac.uk/PEER.aspx">http://www.reap.ac.uk/PEER.aspx</a> +</div> +<div class="annotation"> + <a href="https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft">https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft</a> +</div> +<div class="annotation"> + <a href="https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft">https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft</a> +</div> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 3 +</p> +<p> +</p> +<p>3. ASSESSMENT AND FEEDBACK PRINCIPLES + +</p> +<p>These principles have been widely consulted on across the University, and must be adhered to +throughout the institution. +</p> +<p>PRINCIPLE 1. ASSESSMENT AND FEEDBACK PRACTICES PROMOTE EFFECTIVE +STUDENT LEARNING +</p> +<p>1.1 Assessment and feedback activities are designed to foster student engagement, to +support and measure students’ attainment of knowledge, understanding, and +transferable skills. +</p> +<p>1.2 A range of assessment methods are used, increasing in complexity across a +programme, and taking into consideration student and staff workloads. +</p> +<p>1.3 Assessment and feedback practices align with intended learning outcomes and +assessment criteria, and provide opportunities for students to be active participants in +the process, including opportunities for students to discuss feedback. +</p> +<p>1.4 Timely, constructive, and supportive feedback helps students understand the extent to +which they have fulfilled the assessment criteria, and supports students to use their +feedback in the development of subsequent work. +</p> +<p>1.5 The timing of assessments and return of feedback should be scheduled to enable +students to use feedback to inform their approach to subsequent assessments. The +release of feedback should consider the ability of students to gain further feedback and +support, and avoid release in close proximity to periods where the university is closed +</p> +<p>1.6 Where examinations are used, students should receive at least general feedback soon +after the examination. Students who wish to view their exam scripts following the +provision of general feedback should be facilitated to do so under supervision of staff. +</p> +<p>PRINCIPLE 2. ASSESSMENT AND FEEDBACK PRACTICES ARE APPROPRIATE, FAIR, +AND TRANSPARENT +</p> +<p>2.1 Assessment tasks are appropriate to disciplinary and/or professional contexts. +2.2 Assessment applies rigorous academic standards related to and across, the discipline(s) +</p> +<p>or professional context and is based on clearly defined assessment criteria. +2.3 Assessment grading and feedback is based solely on students’ achievement against +</p> +<p>criteria and standards. +2.4 Assessment and feedback practices are fair, inclusive and accessible to all students. +</p> +<p>PRINCIPLE 3. ASSESSMENT AND FEEDBACK PRACTICES ARE CLEARLY +COMMUNICATED TO STUDENTS AND STAFF +</p> +<p>3.1 Students must be made aware at the beginning of a class of the details of assessments, +including the purpose, weighting, and timing of assessment. +</p> +<p>3.2 Students must be made aware at the beginning of a class of the nature and timing of +feedback. Where unexpected problems cause a delay in the return of feedback within 15 +working days, an explanation will be provided to students, along with a new date for the +return of feedback. +</p> +<p>3.3 All students and staff are made aware at the start of a class of the criteria and standards +used to assess and provide feedback on students’ work. </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 4 +</p> +<p> +</p> +<p>3.4 Students must be made aware of relevant policies and procedures around academic +honesty in assessment, and of procedures associated with personal circumstances, +extensions to the deadlines of coursework, and late submission of coursework. +</p> +<p>3.5 There are opportunities for students and staff to engage in a dialogue around +assessment and feedback, including opportunities for students to clarify feedback. +</p> +<p>3.6 In each programme the processes for marking, moderation, and feedback are +appropriate and fair and are explained to students and staff. +</p> +<p>PRINCIPLE 4. ASSESSMENT AND FEEDBACK PRACTICES ARE CONTINUOUSLY +REVIEWED +</p> +<p>4.1 The timing of assessment activities at cohort level, including the timing of examinations, +are monitored and reviewed, in order to minimise bunching. +</p> +<p>4.2 Assessment and feedback activities, and the outcomes of assessment, are reviewed via +the class and course approval and/or review processes, and external examining +processes. +</p> +<p>4.3 Assessment and feedback activities are continuously reviewed to ensure effective +alignment with a programme’s intended learning outcomes and graduate attributes. +</p> +<p>4.4 Opportunities to develop effective practice and innovation in assessment and feedback +are available to all staff involved in assessment. +</p> +<p> +4. ANONYMOUS MARKING +</p> +<p>4.1 Anonymous marking (when the identity of a student is not known to a marker and/or exam +board) will be used for all assessments wherever possible and appropriate, including formal +written examinations at both undergraduate and postgraduate levels. +</p> +<p>4.2 Where anonymous marking is not possible, for example where an alternative method of +assessment has been used for a student with a disability, additional scrutiny by a second +marker may be appropriate. +</p> +<p>4.3 Other exceptions will be where the mode of assessment (e.g., presentations or oral +examinations) prevents anonymity, or where there is pedagogical justification (e.g., the use +of ipsative feedback). +</p> +<p>4.4 Double marking is effective practice for assessments that are not marked anonymously and +for dissertations, or comparable assessments. +</p> +<p> +5. RESPONSIBILITIES FOR IMPLEMENTATION +</p> +<p>5.1 The University assumes responsibility for: +- Providing staff with opportunities to develop effective practice in assessment and +</p> +<p>feedback through the Organisational Staff and Development Unit (Strathclyde Teaching +Excellence Programme) Education Enhancement (the University’s VLE, Myplace offers +various tools to support effective practice in assessment and feedback, including +handling peer review/assessment activities, online assessment submission and return of +feedback, and enabling efficient communication with different student and staff groups; +the Sharing Practice in Enhancing Learning and Teaching (SPELT) platform, and </p> +<p/> +<div class="annotation"> + <a href="https://www.strath.ac.uk/hr/learninganddevelopment/step/">https://www.strath.ac.uk/hr/learninganddevelopment/step/</a> +</div> +<div class="annotation"> + <a href="https://www.strath.ac.uk/hr/learninganddevelopment/step/">https://www.strath.ac.uk/hr/learninganddevelopment/step/</a> +</div> +<div class="annotation"> + <a href="http://spelt.strath.ac.uk/pages/viewpage.action;jsessionid=01EB624BAAB6873613854F3DC2EE7433?pageId=8979188">http://spelt.strath.ac.uk/pages/viewpage.action;jsessionid=01EB624BAAB6873613854F3DC2EE7433?pageId=8979188</a> +</div> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 5 +</p> +<p> +</p> +<p>TESTA), the Disability and Wellbeing Service (for ensuring assessments are accessible +to all students), and the Equality and Diversity Office; +</p> +<p>- Providing adequate resources, including information technology systems, to support +effective practice (Information Services Directorate, Student Business, Education +Enhancement); and +</p> +<p>- Monitoring implementation of this policy through the Quality Assurance Committee +(Education Enhancement). +</p> +<p>5.2 Faculties are responsible for: overseeing and receiving reports from programme exam +boards; scrutinising external examiners’ reports and responding to them; ensuring +consistency in the implementation of this and other related policies across programmes, +and sharing effective practice within and between faculties. +</p> +<p>5.3 Heads of Department/School are responsible for: instructing colleagues within their +Department/School to note and adhere to the Assessment and Feedback Policy and +Procedures for Recording and Publication of Marks, Procedures on Preparing and +Conducting Exams, and other related policies such as the Policy on the Late Submission of +Coursework, Policy on Extensions to Coursework Submission, the Policy on Moderation +and Double Marking, and Guidance on Marking Assessments in Undergraduate and +Postgraduate Taught courses; and for ensuring that marking of assessments is sufficiently +resourced to enable feedback to be returned within 15 working days of assessment +submission. +</p> +<p>5.4 Programme Exam Boards are responsible for: making sure assessments across a +programme are marked fairly; ensuring university and faculty regulations are adhered to; +and responding to points made by External Examiners. +</p> +<p>5.5 Programme Leaders/Directors are responsible for ensuring a coherent and effective +approach to assessment and feedback is taken across a programme of study. This +approach will involve: +</p> +<p>- Ensuring a range of assessment methods are used throughout a programme of study, +as appropriate to the discipline; +</p> +<p>- Monitoring the intensity and equity of assessments across and between programmes, +with due consideration to joint honours degrees; +</p> +<p>- Designing and reviewing the Assessment Schedule and Exam Timetable within a +programme and requesting amendments where there is assessment/exam bunching; +</p> +<p>- Developing effective moderation and/or double marking procedures, in line with the +Policy on Moderation and Double Marking; +</p> +<p>- Ensuring procedures are in place for monitoring students’ use of the Policies and +Procedures on Extensions to Coursework Submission and Late Submission of +Coursework, as a mechanism for identifying students who may require support; and +</p> +<p>- Ensuring procedures related to assuring fairness in assessment, such as moderation +and the role of External Examiners, are communicated to students. +</p> +<p>5.6 Year Coordinators and/or Module Coordinators are responsible for: +</p> +<p>- Having an overview of summative assessment activities within a programme of study to +avoid, where possible, a concentration of assessment deadlines, including examinations; </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 6 +</p> +<p> +</p> +<p>- Making sure the details of all assessments are provided at the start of a class; +- Ensuring assessment criteria that is aligned to intended learning outcomes and the +</p> +<p>University’s Guidance on Marking Assessments in Undergraduate and Postgraduate +Taught programmes, is transparent and made available to students at the start of a +class; +</p> +<p>- Providing opportunities for students to use feedback prior to the submission of any +subsequent related assessments; +</p> +<p>- Working with students to develop effective practice in assessment and feedback, +including: providing students with opportunities to develop their understanding of the +criteria and standards used to assess their work and supporting students to engage with +and use feedback; +</p> +<p>- Obtaining feedback from students in relation to assessment and feedback for module(s) +for which they are responsible, and for communicating any actions on this feedback to +students; and +</p> +<p>- For undertaking effective moderation and/or double marking procedures. +</p> +<p>5.7 Staff involved in assessing students’ work are responsible for: +</p> +<p>- Designing assessments that effectively facilitate and measure students’ achievement of +intended learning outcomes; +</p> +<p>- Assessing students’ work according to published assessment criteria which are aligned +to intended learning outcomes and the University’s Guidance on Marking Assessments +in Undergraduate and Postgraduate Taught programmes; +</p> +<p>- Providing timely, informative and helpful feedback which enables students to further +improve their learning and performance wherever possible; +</p> +<p>- Informing students when, where and how feedback will be provided; +- Engaging in dialogue with students about assessment and feedback; and +- Continuously reviewing their approaches to assessment and feedback to reflect effective +</p> +<p>practice. +</p> +<p>5.8 Students are expected to be responsible for their own learning through: +</p> +<p>- Understanding the requirements of individual assessments, and actively engaging with +assessment tasks by devoting appropriate time and effort; +</p> +<p>- Developing an understanding of the relationship between intended learning outcomes +and assessment criteria, and standards in their programme of study; +</p> +<p>- Ensuring their academic work is authentic and honestly produced; +- Finding out where, how and when work is submitted and how and when feedback is +</p> +<p>provided; +- Actively engaging, reflecting, and using provided feedback; +- Understanding the academic policies and procedures related to assessment and +</p> +<p>feedback, including Personal Circumstances Procedure, Policy and Procedures for the +Late Submission of Coursework, Policy on Moderation and Double Marking, Policy on +Extensions to the Submission of Coursework, and Compensation and Motivational Merit; +</p> +<p>- Seeking academic support when needed, for example, if feedback needs to be clarified; +and +</p> +<p>- Participating in the development of assessment and feedback practices at class and +programme levels. </p> +<p/> +</div> +<div class="page"> + +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 7 +</p> +<p> +</p> +<p>6. DEFINITIONS OF TERMS + +Assessment The process of measuring the performance of students +</p> +<p>(as in examinations, assignments and other assessable +work) that enables students to monitor their progress +and contributes to their academic results. + +</p> +<p>Assessment criteria + +</p> +<p> +</p> +<p>Specific criteria against which pieces of work are +assessed. An understanding of the criteria must be +shared by markers and students. Feedback should +relate to these criteria. +</p> +<p>Assessment bunching The perception of assessments within a programme of +study being scheduled too closely together. + +</p> +<p>Assessment schedule + +</p> +<p>A timeline of all cohort level assessment. +</p> +<p>Exam bunching Where the scheduling of two exams falls within a 23 +hour period. + +</p> +<p>Feedback Information provided to students on the quality of their +performance in relation to assessment criteria, which +forms the basis of improved student learning. + +</p> +<p>Formative assessment + +</p> +<p>This type of assessment normally has no or low +weighting in the final mark for a module or programme. +The goal of formative assessment is to provide an +opportunity for students to monitor their learning and +provide feedback to teachers that can be used to +review their teaching. + +</p> +<p>Graduate attributes Qualities, skills, dispositions, and understanding that +students are expected to develop. At Strathclyde these +are referred to as the 4 E’s – engaged, enquiring, +enterprising and ethically and globally aware. + +</p> +<p>Intended learning outcomes What the student is expected to be able to do or +demonstrate, in terms of particular knowledge, skills +and understanding, by the end of a module or +programme. + +</p> +<p>Ipsative feedback + +</p> +<p>This type of feedback compares a student’s +performance on a current assessment with +performance on a previous assessment. + +</p> +<p>Moderation The process of checking that assessment criteria are +consistently applied across markers in marking +students’ work. + +</p> +<p>Module The individual components of a programme, normally +worth 20 or 10 credits. + +</p> +<p>Module evaluation The process of obtaining feedback from students on all +aspects of teaching, learning, and assessment within a </p> +<p/> +</div> +<div class="page"> +<p/> +<p> Assessment and Feedback Policy +</p> +<p> 8 +</p> +<p> +</p> +<p>module. + +</p> +<p>Programme The full degree programme leading to an award. + +</p> +<p>Seen double marking Where an assessment is independently marked by two +markers, but where the second marker has access to +the marks or comments of the first marker. + +</p> +<p>Summative assessment Assessment is summative when the grading of an +assessment contributes to the final grade for a class or +course. The aim of summative assessment is to +evaluate students’ attainment of the intended learning +outcomes within a unit of study. + +</p> +<p> +Unseen double marking + +</p> +<p>Where an assessment is independently marked by two +markers who do not have access to the grades or +comments of the other marker. + +</p> +<p>Working days The University’s standard working week is normally +Monday to Friday, covering five working days. Fifteen +working days would normally equate to 21 calendar +days, but may be longer where the period includes +University closure days. +</p> +<p> + </p> +<p/> +</div> +</body> +</html> + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +Assessment and Feedback Policy + + +
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ASSESSMENT AND +FEEDBACK POLICY +

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Version No. Description Author Approval Effective Date +

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Feedback Policy – +

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Version 1.2 +

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+ +the place of useful learning +The University of Strathclyde is a charitable body, registered in +Scotland, number SC015263 +

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Assessment and Feedback Policy +

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1. RATIONALE +

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In higher education, “assessment” describes any process that involves the evaluation or +appraisal of a student’s knowledge, understanding, skills, attitudes or abilities. In line with the +QAA UK Quality Code for Higher Education, assessment is taken to be an integral component +of teaching and learning, and serves multiple purposes. In addition to enabling evaluation and +measurement of students’ learning, effective assessment shapes and enhances student +learning. Assessments should therefore be designed to facilitate students’ attainment of +intended learning outcomes, and permit the measurement of such attainments against explicit +criteria. A holistic approach to assessment at course level can also support the development of +distinctive Strathclyde graduate attributes: graduates that are engaged, enquiring, enterprising, +and ethically and globally aware. Recent publications on assessment and feedback in higher +education suggest a ‘transformation’ is required to ensure that assessment and feedback +practices enable students to develop such attributes and the skills needed to be lifelong +learners in the 21st century.1 +

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This approach recognises that assessment is central to learning and teaching, and is not +designed solely to measure student learning. Also essential to enhancing learning, is the +provision of continuous feedback to students on their learning; it is recognised that feedback +takes different forms (e.g. replies to posts on a discussion forum), but in relation to assessment, +useful feedback is feedback that is specific in informing learners the extent to which they have +met published assessment criteria, and explains to them what they need to do to improve. +Ensuring feedback is clear, specific, and adopts a supportive tone is most likely to foster +student engagement with feedback. The role of feedback in effectively supporting student +learning should be recognised at the assessment design stage, where factors such as the +timing of the release of feedback and the scheduling of subsequent assessments are +considered (particularly where feedback can be used by students to improve the development +of future work), as well as the provision of opportunities for students to clarify feedback. +

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The University expects that feedback will normally be returned to students within 15 working +days of assessment submission2. The University’s VLE, Myplace, provides a platform for the +electronic return of grades and feedback, and where permitted by the nature of an assessment, +staff are expected to implement the submission of assessments online through Myplace, in +order to promote effectiveness and efficiency in each stage of the assessment and feedback +process. In addition, Myplace should be used to manage assessments that are submitted offline +in order to implement the Policy and Procedure on Extensions to Coursework Submission and +Procedures for the Recording and Publication of Marks. Staff should also be cognisant of +specific issues relevant to equality, diversity and inclusion in designing assessments and +providing feedback, which may affect particular groups of students.3 +

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+1 For example: Boud, D. & Falachikov, N. (Eds.). (2007). Rethinking Assessment in Higher Education. Oxon: +Routledge; Higher Education Academy. (2012). A Marked Improvement. Transforming assessment in higher +education. York: The Higher Education Academy; Merry, S., Price, M., Carless, D. & Taras, M. (Eds.). (2013). +Reconceptualising Feedback in Higher Education. Developing Dialogue with Students. Oxon: Routledge; +Carless, D. (2015). Excellence in university assessment: learning from award-winning practice. London: +Routledge. +2 Exceptions to this are dissertations or assessments with credit weightings of 40 credits or higher, and where +double marking is required. (See the Policy on Moderation and Double Marking). +3 Staff are advised to consult the University’s equality impact assessment information where relevant.

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+ https://www.qaa.ac.uk/quality-code/advice-and-guidance/assessment +
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Previous work on assessment at Strathclyde (through the Re-Engineering Assessment +Practices4 and Peer Evaluation in Education Review5 projects, together with the work on Peer +and Community Personal Development Planning), have emphasised the importance of +providing students with opportunities to self- and peer-assess, and for students to develop the +capacity to evaluate, reflect on6 and manage their own learning through the effective use of +feedback. Published research also highlights the importance of developing students’ +understanding of the criteria and standards by which their work is assessed, and suggests that +providing students with the opportunity to analyse and discuss the qualities of carefully selected +exemplars is an effective learning activity to achieve this7. It is widely recognised that these will, +in the long-term, help develop attitudes and skills that foster engagement and independence in +learning. + +The aim of the current policy is to develop an institution-wide approach to assessment and +feedback that enhances the effectiveness of assessment in aiding students to achieve the +necessary knowledge and skills described in a class or programme’s intended learning +outcomes. The policy is underpinned by principles of assessment and feedback (outlined in +section 3) that reflect this aim and a commitment to ensuring our assessment and feedback +practices are fair, transparent, and continuously reviewed. In short, to ensure they continue to +be fit for purpose. This policy should be adhered to across the University. The implementation +of the policy will be monitored by the Quality Assurance Committee. +

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+2. SCOPE +

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This policy applies to all undergraduate and postgraduate taught programmes offered by the +University. This policy should be read in conjunction with other relevant University policies and +procedures. The University website contains policies and procedures on a range of +assessment-related matters, including: ensuring equality, guidance for staff on supporting +students with a disability, guides for staff marking assessments in undergraduate and +postgraduate taught courses, guidance for students and staff on avoiding plagiarism, guidance +for staff in dealing with possible cases of plagiarism, policies on classifying honours degrees +and other degree awards, and on awarding motivational merit and distinction, guidance on the +compensation scheme, the role of external examiners in taught courses, the procedure for +dealing with student discipline cases, guidance for staff on the appeals procedure and +accounting for students’ personal circumstances. +

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+ +4 REAP Project, accessed at http://www.reap.ac.uk/ +5 PEER Project, accessed from: http://www.reap.ac.uk/PEER.aspx. The site contains a PEER toolkit +containing guidance for staff on using peer review. +6 Winstone, N. & Nash. R. (2016). The Developing Engagement with Feedback Toolkit (DEFT). The Higher +Education Academy. https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit- +deft +7 Carless, D. & Boud, D. (2018): The development of student feedback literacy: enabling uptake of feedback, +Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2018.1463354

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+ http://www.strath.ac.uk/staff/policies/academic/ +
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+ http://www.reap.ac.uk/ +
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+ https://www.heacademy.ac.uk/knowledge-hub/developing-engagement-feedback-toolkit-deft +
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Assessment and Feedback Policy +

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3. ASSESSMENT AND FEEDBACK PRINCIPLES + +

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These principles have been widely consulted on across the University, and must be adhered to +throughout the institution. +

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PRINCIPLE 1. ASSESSMENT AND FEEDBACK PRACTICES PROMOTE EFFECTIVE +STUDENT LEARNING +

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1.1 Assessment and feedback activities are designed to foster student engagement, to +support and measure students’ attainment of knowledge, understanding, and +transferable skills. +

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1.2 A range of assessment methods are used, increasing in complexity across a +programme, and taking into consideration student and staff workloads. +

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1.3 Assessment and feedback practices align with intended learning outcomes and +assessment criteria, and provide opportunities for students to be active participants in +the process, including opportunities for students to discuss feedback. +

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1.4 Timely, constructive, and supportive feedback helps students understand the extent to +which they have fulfilled the assessment criteria, and supports students to use their +feedback in the development of subsequent work. +

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1.5 The timing of assessments and return of feedback should be scheduled to enable +students to use feedback to inform their approach to subsequent assessments. The +release of feedback should consider the ability of students to gain further feedback and +support, and avoid release in close proximity to periods where the university is closed +

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1.6 Where examinations are used, students should receive at least general feedback soon +after the examination. Students who wish to view their exam scripts following the +provision of general feedback should be facilitated to do so under supervision of staff. +

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PRINCIPLE 2. ASSESSMENT AND FEEDBACK PRACTICES ARE APPROPRIATE, FAIR, +AND TRANSPARENT +

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2.1 Assessment tasks are appropriate to disciplinary and/or professional contexts. +2.2 Assessment applies rigorous academic standards related to and across, the discipline(s) +

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or professional context and is based on clearly defined assessment criteria. +2.3 Assessment grading and feedback is based solely on students’ achievement against +

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criteria and standards. +2.4 Assessment and feedback practices are fair, inclusive and accessible to all students. +

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PRINCIPLE 3. ASSESSMENT AND FEEDBACK PRACTICES ARE CLEARLY +COMMUNICATED TO STUDENTS AND STAFF +

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3.1 Students must be made aware at the beginning of a class of the details of assessments, +including the purpose, weighting, and timing of assessment. +

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3.2 Students must be made aware at the beginning of a class of the nature and timing of +feedback. Where unexpected problems cause a delay in the return of feedback within 15 +working days, an explanation will be provided to students, along with a new date for the +return of feedback. +

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3.3 All students and staff are made aware at the start of a class of the criteria and standards +used to assess and provide feedback on students’ work.

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Assessment and Feedback Policy +

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3.4 Students must be made aware of relevant policies and procedures around academic +honesty in assessment, and of procedures associated with personal circumstances, +extensions to the deadlines of coursework, and late submission of coursework. +

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3.5 There are opportunities for students and staff to engage in a dialogue around +assessment and feedback, including opportunities for students to clarify feedback. +

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3.6 In each programme the processes for marking, moderation, and feedback are +appropriate and fair and are explained to students and staff. +

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PRINCIPLE 4. ASSESSMENT AND FEEDBACK PRACTICES ARE CONTINUOUSLY +REVIEWED +

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4.1 The timing of assessment activities at cohort level, including the timing of examinations, +are monitored and reviewed, in order to minimise bunching. +

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4.2 Assessment and feedback activities, and the outcomes of assessment, are reviewed via +the class and course approval and/or review processes, and external examining +processes. +

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4.3 Assessment and feedback activities are continuously reviewed to ensure effective +alignment with a programme’s intended learning outcomes and graduate attributes. +

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4.4 Opportunities to develop effective practice and innovation in assessment and feedback +are available to all staff involved in assessment. +

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+4. ANONYMOUS MARKING +

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4.1 Anonymous marking (when the identity of a student is not known to a marker and/or exam +board) will be used for all assessments wherever possible and appropriate, including formal +written examinations at both undergraduate and postgraduate levels. +

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4.2 Where anonymous marking is not possible, for example where an alternative method of +assessment has been used for a student with a disability, additional scrutiny by a second +marker may be appropriate. +

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4.3 Other exceptions will be where the mode of assessment (e.g., presentations or oral +examinations) prevents anonymity, or where there is pedagogical justification (e.g., the use +of ipsative feedback). +

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4.4 Double marking is effective practice for assessments that are not marked anonymously and +for dissertations, or comparable assessments. +

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+5. RESPONSIBILITIES FOR IMPLEMENTATION +

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5.1 The University assumes responsibility for: +- Providing staff with opportunities to develop effective practice in assessment and +

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feedback through the Organisational Staff and Development Unit (Strathclyde Teaching +Excellence Programme) Education Enhancement (the University’s VLE, Myplace offers +various tools to support effective practice in assessment and feedback, including +handling peer review/assessment activities, online assessment submission and return of +feedback, and enabling efficient communication with different student and staff groups; +the Sharing Practice in Enhancing Learning and Teaching (SPELT) platform, and

+

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+ https://www.strath.ac.uk/hr/learninganddevelopment/step/ +
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+ https://www.strath.ac.uk/hr/learninganddevelopment/step/ +
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+ http://spelt.strath.ac.uk/pages/viewpage.action;jsessionid=01EB624BAAB6873613854F3DC2EE7433?pageId=8979188 +
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Assessment and Feedback Policy +

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TESTA), the Disability and Wellbeing Service (for ensuring assessments are accessible +to all students), and the Equality and Diversity Office; +

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- Providing adequate resources, including information technology systems, to support +effective practice (Information Services Directorate, Student Business, Education +Enhancement); and +

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- Monitoring implementation of this policy through the Quality Assurance Committee +(Education Enhancement). +

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5.2 Faculties are responsible for: overseeing and receiving reports from programme exam +boards; scrutinising external examiners’ reports and responding to them; ensuring +consistency in the implementation of this and other related policies across programmes, +and sharing effective practice within and between faculties. +

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5.3 Heads of Department/School are responsible for: instructing colleagues within their +Department/School to note and adhere to the Assessment and Feedback Policy and +Procedures for Recording and Publication of Marks, Procedures on Preparing and +Conducting Exams, and other related policies such as the Policy on the Late Submission of +Coursework, Policy on Extensions to Coursework Submission, the Policy on Moderation +and Double Marking, and Guidance on Marking Assessments in Undergraduate and +Postgraduate Taught courses; and for ensuring that marking of assessments is sufficiently +resourced to enable feedback to be returned within 15 working days of assessment +submission. +

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5.4 Programme Exam Boards are responsible for: making sure assessments across a +programme are marked fairly; ensuring university and faculty regulations are adhered to; +and responding to points made by External Examiners. +

+

5.5 Programme Leaders/Directors are responsible for ensuring a coherent and effective +approach to assessment and feedback is taken across a programme of study. This +approach will involve: +

+

- Ensuring a range of assessment methods are used throughout a programme of study, +as appropriate to the discipline; +

+

- Monitoring the intensity and equity of assessments across and between programmes, +with due consideration to joint honours degrees; +

+

- Designing and reviewing the Assessment Schedule and Exam Timetable within a +programme and requesting amendments where there is assessment/exam bunching; +

+

- Developing effective moderation and/or double marking procedures, in line with the +Policy on Moderation and Double Marking; +

+

- Ensuring procedures are in place for monitoring students’ use of the Policies and +Procedures on Extensions to Coursework Submission and Late Submission of +Coursework, as a mechanism for identifying students who may require support; and +

+

- Ensuring procedures related to assuring fairness in assessment, such as moderation +and the role of External Examiners, are communicated to students. +

+

5.6 Year Coordinators and/or Module Coordinators are responsible for: +

+

- Having an overview of summative assessment activities within a programme of study to +avoid, where possible, a concentration of assessment deadlines, including examinations;

+

+

+
+ +

+

Assessment and Feedback Policy +

+

6 +

+

+

+

- Making sure the details of all assessments are provided at the start of a class; +- Ensuring assessment criteria that is aligned to intended learning outcomes and the +

+

University’s Guidance on Marking Assessments in Undergraduate and Postgraduate +Taught programmes, is transparent and made available to students at the start of a +class; +

+

- Providing opportunities for students to use feedback prior to the submission of any +subsequent related assessments; +

+

- Working with students to develop effective practice in assessment and feedback, +including: providing students with opportunities to develop their understanding of the +criteria and standards used to assess their work and supporting students to engage with +and use feedback; +

+

- Obtaining feedback from students in relation to assessment and feedback for module(s) +for which they are responsible, and for communicating any actions on this feedback to +students; and +

+

- For undertaking effective moderation and/or double marking procedures. +

+

5.7 Staff involved in assessing students’ work are responsible for: +

+

- Designing assessments that effectively facilitate and measure students’ achievement of +intended learning outcomes; +

+

- Assessing students’ work according to published assessment criteria which are aligned +to intended learning outcomes and the University’s Guidance on Marking Assessments +in Undergraduate and Postgraduate Taught programmes; +

+

- Providing timely, informative and helpful feedback which enables students to further +improve their learning and performance wherever possible; +

+

- Informing students when, where and how feedback will be provided; +- Engaging in dialogue with students about assessment and feedback; and +- Continuously reviewing their approaches to assessment and feedback to reflect effective +

+

practice. +

+

5.8 Students are expected to be responsible for their own learning through: +

+

- Understanding the requirements of individual assessments, and actively engaging with +assessment tasks by devoting appropriate time and effort; +

+

- Developing an understanding of the relationship between intended learning outcomes +and assessment criteria, and standards in their programme of study; +

+

- Ensuring their academic work is authentic and honestly produced; +- Finding out where, how and when work is submitted and how and when feedback is +

+

provided; +- Actively engaging, reflecting, and using provided feedback; +- Understanding the academic policies and procedures related to assessment and +

+

feedback, including Personal Circumstances Procedure, Policy and Procedures for the +Late Submission of Coursework, Policy on Moderation and Double Marking, Policy on +Extensions to the Submission of Coursework, and Compensation and Motivational Merit; +

+

- Seeking academic support when needed, for example, if feedback needs to be clarified; +and +

+

- Participating in the development of assessment and feedback practices at class and +programme levels.

+

+

+
+ +

+

Assessment and Feedback Policy +

+

7 +

+

+

+

6. DEFINITIONS OF TERMS + +Assessment The process of measuring the performance of students +

+

(as in examinations, assignments and other assessable +work) that enables students to monitor their progress +and contributes to their academic results. + +

+

Assessment criteria + +

+

+

+

Specific criteria against which pieces of work are +assessed. An understanding of the criteria must be +shared by markers and students. Feedback should +relate to these criteria. +

+

Assessment bunching The perception of assessments within a programme of +study being scheduled too closely together. + +

+

Assessment schedule + +

+

A timeline of all cohort level assessment. +

+

Exam bunching Where the scheduling of two exams falls within a 23 +hour period. + +

+

Feedback Information provided to students on the quality of their +performance in relation to assessment criteria, which +forms the basis of improved student learning. + +

+

Formative assessment + +

+

This type of assessment normally has no or low +weighting in the final mark for a module or programme. +The goal of formative assessment is to provide an +opportunity for students to monitor their learning and +provide feedback to teachers that can be used to +review their teaching. + +

+

Graduate attributes Qualities, skills, dispositions, and understanding that +students are expected to develop. At Strathclyde these +are referred to as the 4 E’s – engaged, enquiring, +enterprising and ethically and globally aware. + +

+

Intended learning outcomes What the student is expected to be able to do or +demonstrate, in terms of particular knowledge, skills +and understanding, by the end of a module or +programme. + +

+

Ipsative feedback + +

+

This type of feedback compares a student’s +performance on a current assessment with +performance on a previous assessment. + +

+

Moderation The process of checking that assessment criteria are +consistently applied across markers in marking +students’ work. + +

+

Module The individual components of a programme, normally +worth 20 or 10 credits. + +

+

Module evaluation The process of obtaining feedback from students on all +aspects of teaching, learning, and assessment within a

+

+

+
+

+

Assessment and Feedback Policy +

+

8 +

+

+

+

module. + +

+

Programme The full degree programme leading to an award. + +

+

Seen double marking Where an assessment is independently marked by two +markers, but where the second marker has access to +the marks or comments of the first marker. + +

+

Summative assessment Assessment is summative when the grading of an +assessment contributes to the final grade for a class or +course. The aim of summative assessment is to +evaluate students’ attainment of the intended learning +outcomes within a unit of study. + +

+

+Unseen double marking + +

+

Where an assessment is independently marked by two +markers who do not have access to the grades or +comments of the other marker. + +

+

Working days The University’s standard working week is normally +Monday to Friday, covering five working days. Fifteen +working days would normally equate to 21 calendar +days, but may be longer where the period includes +University closure days. +

+

+

+

+

+ + +array(14) { + ["areaid"]=> + string(19) "mod_folder-activity" + ["id"]=> + string(33) "mod_folder-activity-1-solrfile287" + ["itemid"]=> + int(1) + ["title"]=> + string(34) "Assessment_and_Feedback_Policy.pdf" + ["contextid"]=> + int(268) + ["courseid"]=> + int(4) + ["owneruserid"]=> + int(0) + ["modified"]=> + string(20) "2024-03-04T17:17:08Z" + ["type"]=> + int(2) + ["solr_filegroupingid"]=> + string(21) "mod_folder-activity-1" + ["solr_fileid"]=> + string(3) "287" + ["solr_filecontenthash"]=> + string(40) "6de274633203c03b996b248e841f2a1f17cdb537" + ["solr_fileindexstatus"]=> + int(1) + ["solr_vector"]=> + array(5) { + [0]=> + float(0.0053587136790156364) + [1]=> + float(-0.00049990462139248848) + [2]=> + float(0.038883671164512634) + [3]=> + float(-0.0030010775662958622) + [4]=> + float(-0.0090081822127103806) + } +} diff --git a/search/cli/result2.txt b/search/cli/result2.txt new file mode 100644 index 000000000000..21e64b0f5bf0 --- /dev/null +++ b/search/cli/result2.txt @@ -0,0 +1,64 @@ +Running full reindex of site +============================ +Processing area: Text block content + No new documents to index. +Processing area: Courses + Processed 5 records containing 5 documents (1 batch), in 0.2 seconds. +Processing area: Course custom fields + No new documents to index. +Processing area: Course sections + No new documents to index. +Processing area: Messages - received + No new documents to index. +Processing area: Messages - sent + No new documents to index. +Processing area: Course Teacher + No new documents to index. +Processing area: Users + Processed 103 records containing 103 documents (2 batches), in 1 seconds. +Processing area: Assignment - activity information + Processed 22 records containing 22 documents (1 batch), in 0.3 seconds. +Processing area: Attendance - activity information + Processed 1 records containing 1 documents, in 0.1 seconds. +Processing area: BigBlueButton - activity information + No new documents to index. +Processing area: BigBlueButton - tags information + No new documents to index. +Processing area: Book - resource information + No new documents to index. +Processing area: Book - chapters + No new documents to index. +Processing area: Chat - activity information + No new documents to index. +Processing area: Choice - activity information + No new documents to index. +Processing area: Database - activity information + No new documents to index. +Processing area: Database - entries + No new documents to index. +Processing area: Feedback - activity information + No new documents to index. +Processing area: Folder +++ http://172.22.0.6:8983/solr/moodle/update/extract?wt=xml&uprefix=ignored_&captureAttr=true&fmap.content=solr_filecontent&fmap.media_white_point=ignored_mwp&fmap.media_black_point=ignored_mbp&fmap.areaid=ignored_areaid&literal.mdltmp_areaid=mod_folder-activity&fmap.mdltmp_areaid=areaid&fmap.id=ignored_id&literal.mdltmp_id=mod_folder-activity-1-solrfile287&fmap.mdltmp_id=id&fmap.itemid=ignored_itemid&literal.mdltmp_itemid=1&fmap.mdltmp_itemid=itemid&fmap.title=ignored_title&literal.mdltmp_title=Assessment_and_Feedback_Policy.pdf&fmap.mdltmp_title=title&fmap.contextid=ignored_contextid&literal.mdltmp_contextid=268&fmap.mdltmp_contextid=contextid&fmap.courseid=ignored_courseid&literal.mdltmp_courseid=4&fmap.mdltmp_courseid=courseid&fmap.owneruserid=ignored_owneruserid&literal.mdltmp_owneruserid=0&fmap.mdltmp_owneruserid=owneruserid&fmap.modified=ignored_modified&literal.mdltmp_modified=2024-03-04T17%3A17%3A08Z&fmap.mdltmp_modified=modified&fmap.type=ignored_type&literal.mdltmp_type=2&fmap.mdltmp_type=type&fmap.solr_filegroupingid=ignored_solr_filegroupingid&literal.mdltmp_solr_filegroupingid=mod_folder-activity-1&fmap.mdltmp_solr_filegroupingid=solr_filegroupingid&fmap.solr_fileid=ignored_solr_fileid&literal.mdltmp_solr_fileid=287&fmap.mdltmp_solr_fileid=solr_fileid&fmap.solr_filecontenthash=ignored_solr_filecontenthash&literal.mdltmp_solr_filecontenthash=6de274633203c03b996b248e841f2a1f17cdb537&fmap.mdltmp_solr_filecontenthash=solr_filecontenthash&fmap.solr_fileindexstatus=ignored_solr_fileindexstatus&literal.mdltmp_solr_fileindexstatus=1&fmap.mdltmp_solr_fileindexstatus=solr_fileindexstatus&fmap.solr_vector=ignored_solr_vector&literal.mdltmp_solr_vector&fmap.mdltmp_solr_vector=solr_vector&resource.name=Assessment_and_Feedback_Policy.pdf&extractOnly=true ++ +* line 139 of /search/engine/solrrag/classes/engine.php: call to debugging() +* line 970 of /search/engine/solr/classes/engine.php: call to search_solrrag\engine->add_stored_file() +* line 776 of /search/engine/solr/classes/engine.php: call to search_solr\engine->process_document_files() +* line 318 of /search/classes/engine.php: call to search_solr\engine->add_document_batch() +* line 1283 of /search/classes/manager.php: call to core_search\engine->add_documents() +* line 108 of /search/cli/indexer.php: call to core_search\manager->index() +++ Got SOLR update/extract response ++ +* line 181 of /search/engine/solrrag/classes/engine.php: call to debugging() +* line 970 of /search/engine/solr/classes/engine.php: call to search_solrrag\engine->add_stored_file() +* line 776 of /search/engine/solr/classes/engine.php: call to search_solr\engine->process_document_files() +* line 318 of /search/classes/engine.php: call to search_solr\engine->add_document_batch() +* line 1283 of /search/classes/manager.php: call to core_search\engine->add_documents() +* line 108 of /search/cli/indexer.php: call to core_search\manager->index() +++ Using vector field solr_vector_1356 ++ +* line 205 of /search/engine/solrrag/classes/engine.php: call to debugging() +* line 970 of /search/engine/solr/classes/engine.php: call to search_solrrag\engine->add_stored_file() +* line 776 of /search/engine/solr/classes/engine.php: call to search_solr\engine->process_document_files() +* line 318 of /search/classes/engine.php: call to search_solr\engine->add_document_batch() +* line 1283 of /search/classes/manager.php: call to core_search\engine->add_documents() +* line 108 of /search/cli/indexer.php: call to core_search\manager->index() +bool(false) +Goodbye \ No newline at end of file diff --git a/search/engine/solrrag/classes/ai/aiprovider.php b/search/engine/solrrag/classes/ai/aiprovider.php index 871dda8c6891..a65e7f59e06d 100644 --- a/search/engine/solrrag/classes/ai/aiprovider.php +++ b/search/engine/solrrag/classes/ai/aiprovider.php @@ -39,14 +39,19 @@ public function use_for_query():bool { } public function embed_documents(array $documents) { // Go send the documents off to a back end and then return array of each document's vectors. - print_r($documents); - return [ - [0.0053587136790156364, - -0.0004999046213924885, - 0.038883671164512634, - -0.003001077566295862, - -0.00900818221271038] - ]; + // But for the minute generate an array of fake vectors of a specific length. + $vectors = []; + foreach ($documents as $document) { + $vectors[] = $this->fake_vector(1356); + } + return $vectors; + } + private function fake_vector($length) { + $vector = []; + for ($i = 0; $i < $length; $i++) { + $vector[] = rand(0, 1); + } + return $vector; } /** @@ -54,14 +59,8 @@ public function embed_documents(array $documents) { * @return array */ public function embed_query($document): array { - print_r($document); // Send document to back end and return the vector - return [0.0053587136790156364, - -0.0004999046213924885, - 0.038883671164512634, - -0.003001077566295862, - -0.00900818221271038 - ]; + return $this->fake_vector(1356); } /** * We're overriding this whilst we don't have a real DB table. @@ -81,4 +80,4 @@ public static function get_records($filters = array(), $sort = '', $order = 'ASC array_push($records, $fake); return $records; } -} \ No newline at end of file +} diff --git a/search/engine/solrrag/classes/document.php b/search/engine/solrrag/classes/document.php index 5c3ada09a5ec..662c69ad9182 100644 --- a/search/engine/solrrag/classes/document.php +++ b/search/engine/solrrag/classes/document.php @@ -31,11 +31,15 @@ class document extends \search_solr\document { 'indexed' => true, 'mainquery' => true ), - 'solr_vector' => [ - 'type' => 'knn_vector_10', + 'solr_vector_1356' => [ + 'type' => 'knn_vector_1356', // this field def seems to be related to the size of the LLM embedding too :-( + 'stored' => true, + 'indexed' => true + ], + 'solr_vector_3072' => [ + 'type' => 'knn_vector_3072', // this field def seems to be related to the size of the LLM embedding too :-( 'stored' => true, 'indexed' => true - ] ); @@ -74,4 +78,4 @@ public function export_file_for_engine($file) { public function fetch_document_contents() { } -} \ No newline at end of file +} diff --git a/search/engine/solrrag/classes/engine.php b/search/engine/solrrag/classes/engine.php index b0cd9aaa2b65..b1201a375c03 100644 --- a/search/engine/solrrag/classes/engine.php +++ b/search/engine/solrrag/classes/engine.php @@ -74,16 +74,15 @@ public function is_server_ready() */ protected function add_stored_file($document, $storedfile) { + $embeddings = []; $filedoc = $document->export_file_for_engine($storedfile); /** - * Should we event attempt to get vectors. + * Should we even attempt to get vectors. */ if (!is_null($this->embeddingprovider)) { // garnish $filedoc with the embedding vector. It would be nice if this could be done // via the export_file_for_engine() call above, that has no awareness of the engine. $embeddings = $this->embeddingprovider->embed_documents([$filedoc]); - $filedoc['solr_vector'] = "[". implode(",", $embeddings[0]) ."]"; - print_r($filedoc); } else { // potentially warn that selected provider can't be used for // generating embeddings for RAG. @@ -131,14 +130,18 @@ protected function add_stored_file($document, $storedfile) // This sets the true filename for Tika. $url->param('resource.name', $storedfile->get_filename()); - + $url->param('extractOnly', "true"); +// $url->param("xpath", "/xhtml:html/xhtml:body/xhtml:div//node()"); // A giant block of code that is really just error checking around the curl request. try { $requesturl = $url->out(false); + + debugging($requesturl); // We have to post the file directly in binary data (not using multipart) to avoid // Solr bug SOLR-15039 which can cause incorrect data when you use multipart upload. // Note this loads the whole file into memory; see limit in file_is_indexable(). - $result = $curl->post($url->out(false), $storedfile->get_content()); + $result = $curl->post($requesturl, $storedfile->get_content()); + //$url->out(false) $code = $curl->get_errno(); $info = $curl->get_info(); @@ -175,6 +178,34 @@ protected function add_stored_file($document, $storedfile) debugging($message, DEBUG_DEVELOPER); } else { // The document was successfully indexed. + debugging("Got SOLR update/extract response"); + preg_match('/(?.*)<\/str>/imsU', $result, $streamcontent); + + if ($streamcontent[1]!== 0) { + $xmlcontent = html_entity_decode($streamcontent[1]); + $xml = simplexml_load_string($xmlcontent); + $filedoc['content'] = (string)$xml->body->asXML(); + $metadata = $xml->head->meta; + foreach($metadata as $meta) { + $name = (string)$meta['name']; + $content = (string)$meta['content']; + if ($content != null) { + $filedoc[$name] = $content; + } else { + $filedoc[$name] = ""; + + } + } + } + if (count($embeddings) > 0) { + $vector = $embeddings[0]; + $vlength = count($vector); + $vectorfield = "solr_vector_" . $vlength; + $filedoc[$vectorfield] = $vector; + debugging("Using vector field $vectorfield"); + } + $this->add_solr_document($filedoc); + exit("Goodbye"); return; } } else { @@ -188,9 +219,10 @@ protected function add_stored_file($document, $storedfile) // There was an error, but we are not tracking per-file success, so we just continue on. debugging('Unknown exception while indexing file "' . $storedfile->get_filename() . '".', DEBUG_DEVELOPER); } - + // If we get here, the document was not indexed due to an error. So we will index just the base info without the file. $filedoc['solr_fileindexstatus'] = document::INDEXED_FILE_ERROR; + $this->add_solr_document($filedoc); @@ -198,4 +230,32 @@ protected function add_stored_file($document, $storedfile) // with talking to solr. //return parent::add_stored_file($document, $storedfile); } -} \ No newline at end of file + + + protected function create_solr_document(array $doc): \SolrInputDocument { + $solrdoc = new \SolrInputDocument(); + + // Replace underlines in the content with spaces. The reason for this is that for italic + // text, content_to_text puts _italic_ underlines. Solr treats underlines as part of the + // word, which means that if you search for a word in italic then you can't find it. + if (array_key_exists('content', $doc)) { + $doc['content'] = self::replace_underlines($doc['content']); + } + + // Set all the fields. + foreach ($doc as $field => $value) { + if (is_null($value)) { + continue; + } + if (is_array($value)) { + foreach ($value as $v) { + $solrdoc->addField($field, $v); + } + continue; + } + $solrdoc->addField($field, $value); + } + + return $solrdoc; + } +}