Using attainment curves and lead-times to help improve student examination performance

Abstract

ABSTRACT Although alternatives exist, unseen, written examinations still appear to be a major component of assessment in higher education in the UK. Such exams can be unsettling for students new to higher education, particularly for those with specific learning difficulties. The concept of an ‘attainment curve’ is developed to assist mark attribution and to help maximise attainment over the time needed to provide an answer. The idea of a ‘lead-time’ is proposed to help settle students before they start to write. This time can be used for planning and to apportion writing time in exams by way of appreciating the nature of attainment curves. This approach has cognitive benefits to procedures in general, such as fair mark apportioning and by informing procedures relating to students’ previous experiences. The analysis also considers ‘feedback’ and ‘rules of the game’ and also suggests how students might better tackle exam questions. Ways by which tutors might produce ‘student friendly’ examinations and be transparent over assessment procedures and mark gains are also indicated.