Rethinking assessment: the potential of ‘innovative’ or ‘creative’ assessments in history

Student perceptions of what is being assessed or developed

The assessment brief is intended to assess historical knowledge and understanding, and its communication to a non-academic audience. Although this is clearly explained using varied methods, student perceptions of what is being assessed or developed are still variable. Students were asked whether the assessment had enabled them to demonstrate or develop a range of skills and competencies (shown in Table 1). These were determined both by the assessment criteria and by the rationale for introducing this assessment type.

Most students, perhaps not surprisingly, strongly agreed or agreed that this assessment enabled them to develop new skills, use skills that other forms of assessment did not, and be more creative or innovative. Perceptions of ‘creativity’ varied, with some students immediately identifying ‘creative’ potential and others stating that they are ‘not at all creative’. Creativity, however, is a way of thinking, problem solving and communicating, which can take many forms and, as outlined earlier, is specified by the QAA as a quality of mind that history graduates should be able to demonstrate. In addition, the majority also strongly agreed or agreed that it enabled them to demonstrate originality, communicate ideas effectively, develop research skills, engage with historiography and primary sources and understand the module content. Although these are criteria for most history coursework assignments, students recognised that these could be met and developed using a non-traditional format. Moreover, some students struggle to demonstrate originality except in extended research projects, such as the dissertation. The absence of an essay question transformed this into a research project, which most students also strongly agreed or agreed enabled them to engage with the module, engage in deeper learning, feel empowered and connect with personal interests. This also suggests a crucial relationship between engagement and empowerment on the one hand, and effectively demonstrating knowledge, understanding and originality on the other.

For some statements, more students responded neutrally. For example, although most still strongly agreed or agreed, a few more were uncertain as to whether the assessment had enabled them to demonstrate what they knew and understood more effectively. A more even spread of responses from strongly agree to neutral were evident for being analytical and enhancing problem-solving skills. This is important, and it further demonstrates the significance of student perceptions regarding assessment. Depending on perspective, all history assessment could be deemed to be a form of problem solving. This assessment definitely involves problem solving, not least in terms of determining how to communicate complex historical research to a non-academic audience, and all students who pass this assignment have demonstrated problem-solving capabilities. There is perhaps a very subjective element to how this question was interpreted. If students already felt confident with problem solving, they may not have felt that the assessment developed this skill, or they may not have identified a strong link with it. From a practitioner perspective, this highlights a skill area worth discussing further with students, and perhaps a presumption about the extent to which students are developing problem-solving skills in other assessments (and, indeed, other areas of their lives). Students also analyse material before presenting it, as well as thinking critically about how to present it. Those who were neutral or disagreed that the assessment enabled them to be analytical may be indicative of two aspects observed in practice: a tendency in a small proportion of outputs to be more descriptive, simply providing information, and the unfamiliar assessment format meaning that analysis was less transparent than in essays or source analyses. From a marking perspective, first-class outputs had undoubtedly demonstrated analytical and problem-solving skills. A couple of students disagreed with most statements, and, thus, based on these responses alone, saw little value in the assessment type. This may reflect lower grades awarded, and a preference for more traditional assessment types. It is important to acknowledge that such assessments cannot necessarily suit everyone, but that does not mean that they should not be introduced as part of a varied assessment diet.

Students were asked what the relationship was between this assessment and both the rest of the module and the rest of their degree. These were open text questions, and responses focused on links to content, approach, and the intrinsic and extrinsic value as perceived by students. Both questions were interpreted in varied ways, but that made the responses even more insightful in terms of student perceptions of skills development and alignment between assessments, modules and the degree. Moreover, the free text comments in response to these questions also drew out more in relation to the skills and competencies outlined above. With respect to the relationship with the module, students reported that the assessment enabled them to explore the module content in greater depth, allowing them to: ‘utilise a breadth and depth’ of knowledge from across the module; ‘explore the module content in depth’; ‘develop a deeper understanding of the module content and how each topic links’ and ‘do a “depth” study into little elements in a way you can’t as much in essays or especially exams’. Responses valued the way in which they felt that the assessment enabled them to explore the module in different ways, and to refine the focus according to their interests, making more connections across the module. This is an important element, which could be equally relevant to other assessment formats where an element of choice, enquiry or problem-based learning is facilitated, but many students saw this as being specific to this type of assessment.

Students also made connections between the content of the module and the approach necessary for the assessment. For HIST 3091, students noted ‘Clear links to art and photography … encourages creativity and the digestion of the countryside in the same original way that artists, writers and photographers viewed the land’, and ‘when learning about representations of the countryside, this type of assessment leant itself very well as they could be considered as pieces of public history’. Similarly, for HIST 2046, a student noted that ‘the project fitted with the aspect of learning how poverty and disease are represented in public history such as films and museum exhibition. It was interesting because many modules did not look at representations in public history’. Close links between learning, teaching and assessment are important, and, as these students highlighted, both modules explore historical and contemporary representations and examples of public history. Indeed, one student reflected that the ‘strong theme of representation’ meant that the assessment fitted really well, but added, ‘This might not be the case for every module’, acknowledging the alignment between the module and the assessment.

Other respondents focused on approaches to public history and communicating with external audiences. For example, one student reflected that this assessment enabled them to ‘take a different perspective on the historiography by translating it into a public history outcome’. Others reflected: ‘it was a good way of exploring and understanding how public history works in practice’, ‘It allowed me to consider in depth how the module content is typically presented to the general public, why this is and the limitations of this. I believe public history to be vitally important and so very much enjoyed this’, and ‘it brings the past to life allowing it to be more engaging’. This not only reinforces the idea that different skills are being acquired and assessed, but also the extent to which students demonstrate the importance of public history and the application of history in society, as well as being another way to demonstrate and assess historical research skills.

Not all students answered this question, some noting that they were not quite sure what the question meant, and a couple of students did not feel that there was a clear connection between the assessment type and the module. One student simply said that the relationship was ‘minimal’, with no explanation, and another noted that it was ‘the same as other assessments – you get marks and they contribute to your degree’, which perhaps represents a rather strategic or pragmatic perspective. For others, it was the perceived wider applicability of the assessment which ‘could be applied to the majority, if not all, of the history modules’, which meant that they did not feel there was ‘an independent connection between the assessment and the module’. Another student said that it was ‘A better way to engage with my learning, and could easily be incorporated into other modules too for the same effect’. This perceived value and transferability shows the potential of alternative assessments as providing a different way to assess history. Nevertheless, from a practitioner perspective, the extent to which the assessment and content were closely interlinked in the design of these modules was important, and would require careful consideration when rethinking assessment.

In terms of the relationship between this assessment and the rest of the degree (which could be single or joint honours), responses explored public history and assessment literacy, as well as what they perceived to be the intrinsic and extrinsic value. A few students commented on the value of public history, and the extent to which it was touched upon in the content of other modules. Other connections made to public history moved beyond the components of their degree (that is, other modules) to the relevance and application of history beyond the degree. For example, students commented:

History is all about being able to interpret the past and explain it in the modern day! Creating a public history piece helped me to understand how to put history across to different audiences.

Having to do an assessment centred around public history, and ways in which history is and can be consumed by the public felt really important to grounding the rest of the degree in the understanding that beyond academic history is public history, and the value of knowing how to translate the academic understanding in a way the public can consume.

It gave me the opportunity to create a history resource myself, one that could be widely used and to encourage the general public to engage interactively with history.

This type of assessment is well suited to the expression of history to the wider public, and engaging with historiography and understanding of the subject on a deeper level. This is largely what history as a whole tries to emphasise.

It was useful for understanding some of the practical ways that history can be used (post-degree).

Assessment literacy or progression through the degree was also evident in many of the responses to this question. Several responses noted the acquisition of different skills, as well as the opportunity to build on ones developed elsewhere in the degree. Occasionally, students noted increased confidence with creative history assessments, but were not sure if it was relevant to the rest of their degree. Interestingly, although students would go on to discuss the relationship between this assessment and future careers in terms of transferable skills, only a few students made a connection between the varied skills developed (and acknowledged by students in Table 1) and their application to other assessments. In these instances, reference was made primarily to research skills and dissertation topics.

There were some very powerful responses to this question relating to the value of a history degree and more varied assessment types. For example, one student said, ‘I picked an arts degree, which encourages creative ideas and thinking. This project was just a more literal interpretation of that creative thinking, which was really nice’. Others referred to emotional responses such as greater enjoyment and positivity, including ‘I feel this assessment has contributed greatly to my enjoyment of my degree and this has inspired greater focus and effort in the rest of my degree as it made my workload feel more varied and interesting’, and ‘It made me feel more positive as I found this year challenging’. Other students noted how memorable this assessment was, and how, in turn, that made the module content memorable. For example, one student said, ‘It brought a sense of uniqueness and definitely a piece of assessment I will remember when I graduate as it stands out against all the other essays’. Another reflected:

It is the assessment I remember and have something to show for. I did a mini folk album, I will have those songs and my writers [sic] notes forever. There are history essays I did in second year that I don’t even recognise, I can’t remember doing them or anything I said in them. I think that in itself is revealing enough … history is inherently out of date so it has to foster connection to the present and be applied in our everyday life where possible to really hammer home that it is an important and useful discipline. I think the creative piece really elevates the module, and degree, because it forces the application of history to the real world.

This is indicative of the value both of history, and of innovative forms of assessment.

Other students responded to this question in terms of transferable skills and employability, including what they referred to as ‘the kind of skills you talk about in job interviews’, the ability to show not only understanding but applying it ‘in a real world context’, ‘practical skills that I could use and talk about in interviews’, and finally ‘It shows that history can be creative as well not just retaining knowledge (challenges the stereotype!)’. More students discussed the relationship between this assessment and employability when directly prompted. Students were asked whether they felt that this type of assessment would have links to future employment, with the option of a free-text response. Most respondents felt that there was a link, but the nature of this varied considerably. This perhaps reflects the wide range of careers that history graduates go on to pursue. For some students, there was a direct link between public history and creative assessment, and careers such as teaching and heritage. Explanations included thinking about audiences, ways to present information and make content accessible, and how history is consumed by the public or engaged with by children.

Many more respondents discussed transferable skills without reference to specific careers. Some specifically stated that they were not intending to pursue careers in public history or were not sure what they wanted to do after the degree, but that they still appreciated the range of skills being developed as relevant to future employment. These skills included research, analysis, creativity, independence, awareness of audience, visual and written communication, and presentation of ideas, time management and problem solving. A couple of students mentioned developing technical skills, including presenting information in new formats and video editing. Longer responses demonstrated an understanding of the value of communicating complex research in an accessible form to non-specialist or non-academic audience. For example, one student said:

I feel that the skills I developed in this assessment would be beneficial to show to future employers. For example, the assessment shows I have the ability to take large and detailed amounts of data or information, identify the most important or relevant aspects and distil them into easily accessible media. It also shows, in conjunction with other forms of assessment, that I can handle various different types of work or project.

This idea of demonstrating a different skill set not always reflected in other formats was noted by a few students, with one noting that they had found these to be in demand when applying for jobs. One student said, ‘Definitely, being creative and thinking outside the box is essential to any job’, while another noted that ‘Rather than just research and analytical aspects from essays and exams, the creative assessment promotes individuality, creativity, problem-solving, and time management. It brings uniqueness to future employment’. Finally, a student connected this to the value of history and its application in modern society, reflecting that ‘Regular people don’t read essays but they do watch The Crown on Netflix. These projects allow students to shine and go into the working world with stuff they can tangibly demonstrate their creative and analytical ability to translate history into today. So yes, it definitely does’.

Other respondents were more sceptical, often due to uncertainty about future careers or the lack of a direct link between the assessment and specific career pathways. A couple of students showed awareness that it could be relevant for specific jobs, but they did not feel that it was for them personally. For example, ‘It could depending on the job type, but I don’t think it will have direct links to my future career’, and:

Potentially. If someone were to go into widening participation, teaching, or perhaps blog-writing, etc. and used similar techniques in their public history output then it could be a good example to produce for an employer. However, if that is not someone’s career aim then it may only be helpful in linking to improvement of research skills (as most of the degree and other forms of assessment would too).

Only one student responded to this question by saying ‘Not one bit’. However, some respondents certainly only saw relevance, if the actual output could be replicated in the workplace or in a career they planned to pursue. In rethinking assessment, it is evident that students may not always understand, or be able to articulate, the transferability of skills developed in different types of assessment, and their application to different contexts.

Student responses to public history and creative assessments in history modules

Students were asked a range of questions that related to how they felt about, and responded to, the inclusion of these assessments in history modules. This is, of course, important, as assessment can shape learning experiences and although innovative assessments are often viewed positively by students, their unfamiliarity can sometimes lead to uncertainty and anxiety. Questions related to the extent to which the assessment affected choice of modules and subsequent enjoyment thereof, as well as to perceptions of inclusion and challenge relating to this assessment.

Table 2 shows student awareness of the assessment type before module enrolment. Just over half of respondents were aware before selecting the second-year option module, whereas a much higher proportion were aware of it as part of the final year module (and several students identified as having undertaken both modules). A follow-up question asked students whether this awareness had influenced their selection of the module. As Table 3 suggests, a higher proportion of students chose the final year module partially based on assessment type, whereas this was less important for selecting the second-year module.

In providing explanations for why this assessment had influenced their choice of modules, students identified four key themes: a desire for variety, scope to be creative or imaginative, enjoyment and strategic factors (playing to strengths). Variety was noted as particularly important due to the impact of Covid-19, which some students saw as restricting the range of assessment types and multiplying the number of essays they were writing. Students also valued the opportunity to use varied skills, with one saying that it ‘was very appealing as it would provide some variety in the ways I would be working, and the skills I would be using’. Several students stated that the assessment was one of the main reasons for selecting the module, noting:

I liked the fact that assessments were not solely essays. The chance to be creative and imaginative really appealed to me.

I thought that this method of assessment would give me the chance to explore history in a creative and more public minded way.

I thought it was unique and definitely something I wanted to experience.

Several responses embraced multiple themes, such as ‘I thought it was really refreshing to see something other than an exam or essay as a component of the module, and as a creative person, felt choosing this module played to my strengths and would be something I enjoyed’. A few students made it clear that the assessment was not a deciding factor, and that they would have selected the module based on content anyway, but that they still found it an enjoyable and welcome addition.

For those respondents who said that they were not aware of the assessment, their first impressions were often emotive responses. Students noted that they were excited or curious to try something new, but uncertain how to achieve high grades. A few students explored the importance of doing something different, with one stating that it ‘acted as a break from the usual essays but equally as academic’, and another noting that ‘it gave variety from essay writing and a chance to do something creative in a year that was very screen time heavy’. Again, students revisited the importance of having the opportunity to express ideas using different formats. The support and guidance given was cited as important in overcoming the uncertainty. Responses explored assessment literacy, albeit not explicitly, by balancing initial apprehension with enjoyment and achievement after completion. One student noted:

I was very apprehensive at the thought of a creative output replacing a written assessment in 2nd year as it wasn’t like anything else I’d done before. All I had done up until that point was essays, which to be honest I was still trying to get my head around, familiarise myself with, and was quite overwhelmed by. After I had completed this assessment in 2nd year, I really had enjoyed the creative assessment and it definitely drew me to the 3rd year module.

This highlights the importance of providing opportunities to develop confidence with assessment types throughout the degree, but also of mapping skills acquired on particular assessments with different formats. Within the scope of this study, it is impossible to know whether any students did not select the modules on account of the assessment format, but at least one student reflected that ‘I was concerned about not being very creative and worried that it might affect my grade, but not enough to deter me from doing the module because I liked the content’.

Perceptions of inclusivity

Students were asked whether they thought this type of assessment promoted inclusivity. Again, this was interpreted in varied ways, with some students reflecting not only on their degree, but also on the importance of making historical research more accessible and ensuring that the discipline is inclusive. With reference to being an inclusive assessment, students reflected on being able to use ‘personal skill sets – wherever your strengths lie’, ‘play to your strengths’, use ‘different skills’ and ‘different learning styles’, because it could take any format and enabled them to showcase their understanding of the module accordingly. One student summarised this as offering ‘another way to be assessed’. Further comments about the importance of providing different ways to be assessed included:

Allows people to put their thoughts and arguments forward in a way that they’re most confident with

allows people who may be very competent intellectually but perhaps not so good at writing essays to demonstrate their abilities

It’s more inclusive for those who might struggle with memory or writing essays

The creative piece might provide some respite for dyslexic people, it also allows people to flourish beyond the essay format for whatever reason

allows a wider range of skills to be showcased by students

It allows those who feel more creative to have an outlet and display their own talents within the degree

In each case, the importance of having different means by which to demonstrate historical knowledge and understanding was highlighted. With regard to inclusivity and the discipline, one student said, ‘I think this form of assessment does an excellent job of teaching university students the importance of public history and thus can make history a more inclusive discipline outside of universities.’ Several responses mentioned audience, including how to connect with varied audiences, and how this affects how to communicate the research.

A few students recognised that although they found this type of assessment inclusive, it might equally have been daunting to others. For example:

I used to find it really difficult to get high marks on essays, so for someone creative like me, I felt really comforted by the inclusion of this project on the module. I can imagine it might scare some people though, but sessions were run so that people understood the task and it didn’t have to be creative in an artistic sense, so in some capacity, i think it would appeal to anyone.

it offers a reprieve from traditional essay writing and a chance to showcase understanding, independence and originality. Again, it is dependent on an individuals [sic] way of learning and executing a display of their knowledge. If someone is not particularly creative the assessment may have been more frustrating than say an essay. But it was a good option in amongst the other two module assessments.

I think it allows people with different skills to use them. I do have Accessibility concerns regarding this assessment being more likely to mean costs for students- poster boards, cards, printing, etc.

In many cases, a great deal of reassurance was required to support students with an assessment format that they felt less familiar with. This was provided in various formats, as outlined earlier. In addition, after one student raised concerns about potential hidden costs associated with this assignment, additional guidance was provided that ensured that students were not spending unnecessarily on their output, and that expensive resources would not equate to a higher grade. Ideas of creativity also have to be challenged to ensure they are not confined to an artistic definition.

Perceptions of challenge

Students were also asked whether they found this assessment more or less challenging than other forms of assessment. Most students reported finding this type of assessment more challenging, but qualified this by stating that this was not necessarily a bad thing. Indeed, one student described this as ‘an enjoyable challenge’. Greater challenge equated to students finding the assessment more time consuming, requiring a different way of thinking and working, lacking confidence due to unfamiliarity with format, and associated uncertainty as to the standard of work being produced. Reassurance was particularly important with regard to many of these challenges. One student, having outlined the challenges they faced, said that the tutor ‘was very helpful in giving examples but also relevant guidance’.

The challenges were countered by how enjoyable, memorable and rewarding students found the assessment, and the higher grades some students were awarded. Several students mentioned enjoyment, and even the challenges, leading to increased motivation to complete the assessment. With regard to the challenges they experienced, one student said, ‘Worth it though, as I could still tell you about everything I included within the project, where with essays I’ll have forgotten the details of the content quite immediately’. With reference to a board game, one student explained that it was ‘difficult to come up with a coherent plan that would follow through’, but that, having overcome that initial challenge, they found it was ‘a very pleasurable experience’. Another student, referring to the assessment taking longer to complete, said that this meant ‘I could work on it little and often’. A few students referred to being able to spread the workload and, whereas they often could not successfully juggle multiple essays (preferring to complete each in turn), this was a welcome break from essays (and often a screen), and it was something they could do alongside written assessments.

Another student said:

I found the creative history task a bit more challenging but this was a good thing! I only found it challenging because it was completely different to other types of assessment that we do at University. It forced us to be creative and think outside of the box. Thus, this task increased my creativity skills and this is something I can use on my CV.

Some students considered this assessment to be equally challenging, but in different ways. One said,

It makes you use different parts of your brain. In fact, conceptualising how a part of history could be best presented, and how the creative form could be best used or developed really makes you think. I think it is probably a fairer form of assessment by allowing true originality to be shown whilst being adequately challenging to really separate out those who can distil what they’ve learnt flexibly and insightfully.

Another said that it was the ‘same level of challenge as a conventional essay actual content wise. Larger challenge was the actualization ... But that in the end was v useful, for developing my wider skillset’. A few students said that they found it less challenging, even though they also mentioned finding it time consuming, or more difficult to judge the standard of work they were producing. Another said it was less challenging because ‘it could be tailored to our strengths and interests more easily’, which corresponds to the earlier points about enjoyment and motivation. Students do require support and reassurance for unfamiliar tasks, and for those that they find challenging, but with these support mechanisms in place many flourish and embrace the opportunities that challenge can bring.