AFLSep12 introduction to the module week 1


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  • establish a link with a local cake maker, go an test products, make a judgement, provide feedback etc. or other health store, just thought of wagamama where they cook fresh food. There is wagamama at MediaCity
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  • Step 1: Explore the problem – Make sure your group has a common understanding of what the problem is and any ambiguous terms.Step 2: Discover knowns and unknowns, plan your approach – What does your group already know, what do you need to find out (e.g. what literature are you going to consult, will you need to survey students / colleagues?), plan how you are going to manage the work between the group and how you are going to report back.Step 3: Carry out your research and share with your group – It is likely that each member of your group will carry out their own research after the face to face session and then you will need to organise how you will share the information. You will need to use a wiki or collaborative document tool to compile your work. You might also want to meet on a regular basis to keep a check on progress.Step 4: Apply – The research that you do is then applied to the problem and your own practice. From what you have found out how will you tackle the problem? What is your solution?Step 5: Present – You will present your work in a wiki or a collaborative document. You are free to use multimedia to present as long as it is captured online so that the tutor and your peers can access.
  • Print this out
  • Advantages and disadvantages of each:Google Docs – easy to set-up, works like a word processorBB wiki – doesn’t look good, already have access to it.Other wiki – more flexible than BB, requires separate account.
  • use feel-o-meter to capture confidence in assessment and feedback
  • AFLSep12 introduction to the module week 1

    1. 1. PGCAP Programme Induction 27 September 12Chrissi Nerantzi @chrissineranti Dr Martyn Clark @pgcap
    2. 2.  evaluate and apply theories of assessment and feedback formative and summative approaches to assessment assessment policies and practice in HE: QA & QE peer- and self-assessment approaches to feedback tools and technologies available for assessment and feedback
    3. 3.  Problem Based Learning (PBL) scenarios Module Tutor facilitates groups and guides reading 3 PBL introduction sessions: Weeks 2, 4 and 7 Input sessions with guest speakers Celebrating learning in week 10 „tasting‟
    4. 4. 4 Areas of Activity Professional Values Core Knowledge (HOW) (WHAT) (WHY)• Design and plan • Subject • Respect individual• Teach/support • Appropriate methods learners and learning• Assess/give feedback of teaching and communities• Develop effective learning • Promote participation learning environments • How students learn and equality of and approaches to • Use and value opportunities student appropriate learning • Use evidence- support/guidance technologies informed approaches• Engage in CPD • Methods for and the outcomes incorporating evaluating from research, research, scholarship effectiveness of scholarship and CPD and evaluation of teaching • Acknowledge the professional practices • Quality assurance and wider context in quality enhancement which HE operates recognising implications for professional practice for Fellowship of HEA - evidence engagement with all of these rk/rewardandrecog/ProfessionalStandardsFramework.pdf
    5. 5. activities locationweek 1 Introduction to the module and PBL CW Seminar Roomweek 2 PBL scenario 1 CW Seminar Roomweek 3 input session: Marking and rubrics webinarweek 4 PBL tutorials CW Seminar Roomweek 5 PBL scenario 2 ThinkLab (booked)week 6 input session: Inclusive assessment and evening webinar feedback (Dr Leslie Robinson and Heather Davidson)week 7 PBL tutorials CW Seminar Roomweek 8 PBL scenario 3 CW Seminar Roomweek 9 PBL tutorials CW Seminar Roomweek 10 Assessment and Feedback consultancy event TBC
    6. 6. 6PGCAP assessment criteria  Competence and engagement within an area(s) of relevance to the module (and, as appropriate, to the UK Professional Standards Framework)  Engagement with, and application of, relevant research literature and theory  Reflectionon your learning and the development of your practice
    7. 7.  2x Group PBL reports (2000 words, 40%)  PBL scenario 1 and 2  Peer assessed  Use Google docs and link to your e-portfolio  Individual reflection on the PBL process and key points learnt around assessment and feedback including impact on practice(3000 words, 60% - posts 1, 2, 3, 4, 5, 6)  PBL scenario 3 useful  Tutor assessed  capture in your e-portfolioMedia-rich approach encouraged!
    8. 8.  Step 1: Explore the problem Step 2: Discover known and unknown, plan your approach Step 3: Carry out your research and share with your group Step 4: Apply – The research that you do is then applied to the problem and your own practice. Step 5: PresentRemember to rotate roles!
    9. 9.  Introduction to Scenario in F2F session  Complete steps 1 & 2  Check with tutor2 weeks (suggest at least a weekly meeting)  Complete steps 3 – 5  Review other groups report, provide feedback
    10. 10.  Can be in any electronic format  How easy is it for groups members to use / edit?  Can you share with peers for review? Basic structure  outline the potential issues  summarise the literature  propose possible solutions
    11. 11.  Assessment methods Effective feedback Formative assessment Inclusive assessment Marking / grading Quality assurance and quality enhancement in assessment and feedback Self and peer assessment Summative assessment Use of technology for assessment / feedback Work-based / practice-based assessments
    12. 12.  Books Journals Blackboard VLE
    13. 13.  A first year „long-thin‟ module was assessed by four 15 min summative practical assessments throughout the year; two end of semester summative practical exams lasting 30 mins each and a summative assignment. As this course leads to a professional qualification every component has to be passed. In this format the following issues arose, many students were trailing failure from early in the first semester, the ability to catch up marred the students ability to keep up with the new information and skills, students became disillusioned with themselves and the module. High stress levels for students on an ongoing basis and for staff the ongoing summative assessments were extremely time-consuming.
    14. 14.  Clarify your understanding of this scenario with your group (and the tutor if necessary). Explore the issues as a group. Indentify what you know about this from your own experience and any reading that you have done. Indentify something you don‟t know and find one piece of relevant literature. From what you know, discuss possible solutions. Prepare a „presentation‟ on your possible solutions. Pair up with another group to „present‟ your solutions.
    15. 15.  Text-based  Google Docs Other formats  video (YouTube, welcome to use PGCAP account)
    16. 16.  Your first contact  Provides general advice, support and guidance  Pastoral support  Face-to-face and remote tutorials (web- conferencing)  Signposts when further assistance required  For the whole programmeCristina Costa Pete Whitton
    17. 17.  The wheel of assessment and feedback “Food for thought” series on YouTube 7994463B50301&feature=plcp Blackboard
    18. 18. SOS to change labels for (summative, formative)assessment, feedback, marking, moderating, usingtechnology, theories around assessment and feedback 19
    19. 19. 20First name SurnameRole College/School/ServiceEmail Teaching experienceTelMobileTwitterMentor Good time for tutorialsOptional module (pick one) Anything else you would like to share with your tutor?Assessment and Feedback StrategiesApplication of Learning TechnologiesCurriculum Design and Programme LeadershipFlexible, Distance and Online Learning Please note, all information provided are confidential.
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