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Development of HEAR at Ulster
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Development of HEAR at Ulster

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  • 1. Development of HEAR at Ulster
    Outline
    Background to HEAR
    Content of HEAR
    Academic performance (Section: 4)
    Additional information (Section: 6)
    Roll out of HEAR
    Principles of Assessment and Feedback for Learning
  • 2. Background to HEAR
    Debate over degree classification system
    Burgess Implementation Steering Group 2005
    Proposal – ‘Higher Education Achievement Report (HEAR) should become the key record for all university level undergraduate achievements’
    Pilot phase 1 – 18 institutions; phase 2 – 30 institutions
    Ulster HEAR Implementation Steering Group (reports to T&L committee)
  • 3. Definition of the HEAR
    ‘an electronic document, produced by a higher education institution, which provides a record of student achievement during their time at that institution. It will adhere to a strict template and be verified by the academic registrar or equivalent officer.’
  • 4. Purpose of the HEAR
    As a formative document
    • Basis for reviewing progress and planning future activities
    • 5. Support student engagement in opportunities beyond the curriculum
    • 6. As an aide- memoire for students in making applications
    • 7. Subject to the appropriate permissions, for verification by employers and postgraduate tutors of statements made by the student
    As a formal, exit document
    • Provides the official University Transcript
    • 8. Provides details within section 6.1 of the wider achievements of the holder
    • 9. Capture more fully the strengths and weaknesses of the student’s performance … thereby enhancing their employability
  • Content of HEAR
    Template:
    Information identifying the holder of the qualification
    Information identifying the qualification
    Information on the level of the qualification
    Information on the contents and results gained
    Information on the function of the qualification (including professional status)
    Additional information
    Certification of the HEAR
    Information on the national higher education system
  • 10. Academic Programme& Performance (Section 4)
    Performance in coursework/exams
    Level of detail and drill down
    Number of attempts
    Accreditation of prior learning
    Title of dissertation or major project elements
    Ulster Graduate Qualities
  • 11. Subject-specific knowledge and skills informed by current research and professional/vocational practice
    Flexibility, creativity and an entrepreneurial approach to problem solving
    Self-confidence, global citizenship, ethical leadership, and a commitment to life-wide learning, professionalism and employability
    Effective collaborative working, communication skills and the capacity for reflective practice, including the ability to give and receive feedback
    Ulster Graduate Qualities
    University of Ulster graduates will demonstrate:
  • 12. Realise the full potential of the HEAR
    Provides a richer verified picture of student achievement
    Enhance student employability
    Addition Information (Section 6)
  • 13. Ulster Protocols for information for 6.1
    The achievement is verifiable and endorsed by the University.
    The opportunity to undertake the achievement is open to all students, in principle.
    Information is presented factually, not opinion-based.
    The role/achievement/outcome is defined by regulation (e.g. prizes, sabbatical officer).
    The role/achievement/position supports a University process and is verifiable.
    The achievement/role supports wider University policy and strategy.
  • 14. Additional information (6.1)
    Additional Awards
    • CPPD modules
    • 15. Ulster Edge Award
    Additional Recognised Activities
    • Science Shop (project title and organisation)
    • 16. Tutoring in Schools (project title and school)
    • 17. PASS leader
    • 18. Student Union officer
    • 19. Placement (name of organisation and role)
    University, Professional and Departmental prizes
    Web link to student’s e-portfolio (with student’s permission)
  • 20. Ulster Edge Award
    The Award is a way of formally recognising and adding value to the significant number of activities taking place beyond the formal curriculum
    Commencing September 2011 and open to full-time U/Gs
  • 21. The Award will enable students to:
    be formally recognised for their involvement in co-curricular and extra-curricular activities
    reflect on their achievements and learn from a range of experiences
    articulate their skills and achievements effectively and build self-confidence
    gain valuable employability skills
    differentiate themselves when applying for employment
    add value to their time at the University.
    Ulster Edge – Student Perspective
  • 22. Four discrete categories and, in order to qualify for the Award, students have to undertake at least 4 activities, from a minimum of two separate categories
    Category 1: Accredited co-curricular modules
    Category 2: Work Experience, Study Abroad and Enterprise
    Category 3: Activity Pathway
    Category 4: Formal University Wide Opportunities
    Award Categories
  • 23. Roll out of HEAR
    First year full-time undergraduate students 2011/12
    Electronic record available and building as various data sources in place.
    Ideally, access to placement employers (with student’s permission) in second year
    Reference to HEAR already included in prospectus and student handbook
  • 24. Encouraging student engagement with HEAR
    Essential to encourage students to engage with HEAR from the outset
    Staff awareness vital
    Programme teams need to reflect on how HEAR may be promoted to students and used formatively
    Programme teams need to consider the opportunities for students for entries under categories included in Section 6.1
    Link to PDP, Studies Advice, Placement preparation
  • 25. Principles of Assessment and Feedback for Learning
    Help to clarify, from the early stages of a programme, what good performance means (goals, criteria, standards)
    Encourage ‘time and effort’ on challenging learning tasks which recognise the importance of learning from the tasks, not just demonstrating learning through the tasks
    Deliver timely learner-related feedback information that helps students to self-correct and communicates clear, high, expectations and professionalism
    Provide opportunities for students to act on feedback and close any gap between current and desired performance through complimentary and integrated curriculum design and pedagogic practice
  • 26. Principles of Assessment and Feedback for Learning
    Ensure that all assessment has a beneficial, constructive, impact on student learning, encouraging positive motivational beliefs, confidence and self-esteem
    Facilitate the development of self- and peer-assessment skills and reflection on learning, to enable students to progressively take more responsibility for their own learning, and to inspire a lifelong capacity to learn
    Encourage interaction and dialogue around learning and professional practice (student-student, lecturer-student and lecturer-lecturer) including supporting the development of student learning groups and peer learning communities
    The implementation of these principles will influence curriculum design,
    delivery and educational practice, such that students and staff become
    co-creators and collaborators in learning.

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