Case Study Increasing Tutorial Attendance and Engagement through Assessment Design

Abstract

Overview: 

This initiative involves assigning a percentage of module marks (e.g. 10%) to a "tutorial portfolio" component focused solely on attendance and engagement in tutorials. The goal is to incentivise student attendance and participation in tutorials, which cover key module content. 

Implementation: 

• Embed the tutorial portfolio component in core modules across all program levels (e.g. levels 3-5). 

• Allocate set percentages for attendance (e.g. 1%) and engagement (e.g. 1%) respectively per tutorial. 

• Allow students to miss one tutorial without penalty to account for potential absences. 

• Have tutors track and submit attendance and engagement marks to the module leader. 

• With tutorial groups capped at 8 students, attendance verification has not been an issue or cause of student complaints about unfair marking. 

• Despite a cultural move away from providing marks solely for attendance, there has been little philosophical objection among staff about incentivising attendance through this assessment design. 

• As this initiative is still in the early stages of implementation (second year), the programs have no plans to significantly develop or modify the tutorial portfolio assessment in the near future. 

Impact: 

• Anecdotally, the initiative has driven an improvement in tutorial attendance rates. 

• Very few students fail modules solely due to not attempting the tutorial portfolio component. 

• Over time, the familiarity between students and regular tutors supports increased participation. 

• Assigning marks for attendance and participation has increased the perceived importance and value of tutorials for both students and staff. 

Considerations: 

• Can require additional coordination for tutors to track and submit marks. 

• Needs clear communication to students on tutorial importance and portfolio assessment. 

• Reasonable adjustments may be needed to accommodate student absences due to illness etc.