Organic Name Reactions for the students and aspirants of Chemistry12th.pptx
Development of HEAR at Ulster
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.’
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.
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.
