Student involvement, assessment and the production of a university experience
Student involvement,assessment and the production of a university experience Dr Richard Hall t: @hallymk1 e: email@example.com
Context: how is assessment-in-HE framed?Disruption: what is the role of assessment ina world that is being increasingly disrupted?Student-as-producer: what are the roles ofstudents in overcoming disruption?
assessment for learningknowing rather than knowledge
DBIS on academic governance and assessment2.2.48 There were also concerns about the perceived de-coupling ofteaching and assessment through the awarding of DAPs to non-teaching bodies. Many respondents felt that this would weaken thecrucial link between teaching and research, to the detriment of thestudent experience. However, others welcomed the proposal to awardDAPs to non-teaching bodies, which they felt would increase choicefor colleges requiring validation and remove a long-standing anomalyfrom the system. DBIS. 2012. Government response to ‘Students at the heart of the system’. http://bit.ly/N2RXyM
DBIS on academic governance and assessmentCriterion B2 of the technical consultation.The applicant organisation will be required to provide evidence that: the regulatory framework governing its higher education provision (covering, for example, student admissions, progress, assessment, appeals and complaints) is appropriate to its current status and is implemented fully and consistently; and it has in prospect a regulatory framework appropriate for the granting of its own higher education awards. DBIS. 2012. Government response to ‘A new regulatory framework for the HE sector’. http://bit.ly/r40D3s
1. Variations in practice2. Audit/monitoring/scale versus variation3. Impact of the academic calendar on sequencing, feed-back and forward4. Space and time for development and innovation5. Work-based learning and assessment6. <me> the role of for-profits <me> “opportunities for students to engage with assessment design and the process of making academic judgements appears to be limited at present” JISC. 2012. A View of the Assessment and Feedback Landscape. http://bit.ly/LkxraX
1. Sector-wide structures/governance of LTA2. The management of complexity in recording achievement and analysing/commodifying the assessment process3. Scale and resource efficiencies vs academic cultures4. The role of students in the assessment process5. Mechanics vs relationships: knowledge vs knowing
1. There is a strong correlation between energy use and GDP.2. Global energy demand is on the rise yet oil supply is forecast to decline in the next few years.3. There is no precedent for oil discoveries to make up for the shortfall, nor is there a precedent for efficiencies to relieve demand on this scale.4. Energy supply looks likely to constrain growth.5. Global emissions currently exceed the IPCC marker scenario range. The Climate Change Act 2008 has made the -80%/2050 target law, yet this requires a national mobilisation akin to war-time.6. Probably impossible but could radically change the direction of HE in terms of skills required and spending available.7. We need to talk about this.
in the most developed and the emerging economies unsustainableconsumption must be urgently reduced. This will entail scaling back orradical transformation of damaging material consumption andemissions and the adoption of sustainable technologies.At present, consumption is closely linked to economic models based ongrowth. Decoupling economic activity from material and environmentalthroughputs is needed urgently.Changes to the current socio-economic model and institutions areneeded to allow both people and the planet to flourish by collaborationas well as competition during this and subsequent centuries. Thisrequires farsighted political leadership concentrating on long termgoals. Royal Society. 2012. People and Planet. http://bit.ly/IF77EJ
“At the heart of it all is a new sociologicaltype: the graduate with no future”. Paul Mason. 2010. why it is kicking off everywhere
“student debt, in its prevalence andamounts, constitutes a pedagogy, unlikethe humanistic lesson that the universitytraditionally proclaims, of privatizationand the market.” Jeffrey J. Williams, “Tactics against Debt”: http://bit.ly/fQvP8N
The Student as Producer project re-engineers the relationshipbetween research and teaching. This involves a reappraisal ofthe relationship between academics and students, withstudents becoming part of the academic project of universitiesrather than consumers of knowledge.“The educator is no longer a delivery vehicle and theinstitution becomes a landscape for the production andconstruction of a mass intellect in commons.”Neary and Winn. 2009. The student as producer: http://eprints.lincoln.ac.uk/ 1675/
collaborative relations – teaching and research networks;refashioning in fundamental ways the nature of theuniversity;redesign the organizing principle, (i.e. private propertyand wage labour), through which academic knowledge iscurrently being produced;open, collaborative initiatives.Neary and Winn (2009). The student as producer: http://eprints.lincoln.ac.uk/ 1675/
1. Sector-wide structures/governance of LTA2. The management of complexity in recording achievement and analysing/commodifying the assessment process3. Scale and resource efficiencies vs academic cultures4. The role of students in the assessment process What might be the role of integrative, formative assessment for learning? How might we design assessments with students that are designed for knowing?
for learning or knowing• Complexity and increasing uncertainty in the world demands resilience• Integrated and social, rather than a subject-driven• Engaging with uncertainty through projects that involve diverse voices in civil action• Discourses of power – co-governance; co-production?• Authentic partnerships, mentoring and enquiry, in method, context, interpretation and action• How does our assessment experience inform resilience and our work at scale?
Futures: knowing in publicPrinciple 1: educational futures work should aim tochallenge assumptions rather than present definitivepredictions.Principle 2: the future is not determined by itstechnologies.Principle 3: thinking about the future always involvesvalues and politics.Principle 4: education has a range of responsibilities thatneed to be reflected in any inquiry into or visions of itsfuture. Facer and Sandford. 2010. The next 25 years? http://bit.ly/LtOWFl
Are there other ways of assessing knowing [as opposed to theknowledge economy]?What authority does HE/do universities have in a disruptedworld?What does a pedagogy of production mean for fomativepractices?How can student voices help in the struggle to re-invent theworld? GlobalHigherEd. 2010. A question (about universities, global challenges, and an organizational-ethical dilemma). http://bit.ly/b8uGpz
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