The Assessment Busters: A collaborative approachwhich turns assessment preparation into an effective  ‘must-do’ activity f...
Targeted Learning Sessions:            Two Goals1. Help students complete an assignment2. Help academics refine assessment
Poor Year One Assessment:          Some concerns• Causes student disengagement• Fosters negative attitudes towards learnin...
The Problem – for students •   Don’t know where to start •   Afraid to go to office hours •   Don’t want to appear remedia...
The Problem – for academics•   Poor understanding of stage one assessment•   Unaware of need for assessment scaffold•   No...
The Problem – for professional staff•   Low student numbers seeking help•   Marginalised from teaching & learning•   Poor ...
The Problem – for the University• Paying for unused tutor office  hours• Paying for underutilised  professional staff• Los...
Targeted Learning:        Why it works for students• Everyone goes – not  remedial• Convenient – one stop  shopping• Targe...
Why it works for professional staff• Brings students to them• Makes them an integral  part of assessment  scaffold• Referr...
Why it works for academics•   A chance to see learning in action•   See the value of integrating with student support serv...
Why it works for the Uni• Best utilisation of academic & professional staff• Encourages collaboration• Results – lower DNS...
Some Benefits of Collaboration•   Clearer understanding of the “year one mind”•   Better hand off between support groups• ...
Why it works for everyone:         Results!
Contact InformationMargaret HenleyAssociate Dean, Equitym.henley@auckland.ac.nzCarol CameronManager, First Year Experience...
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NTLT 2012 - The assessment busters: A collaborative approach which turns assessment preparation into an effective ‘must-do’ activity for year one tertiary students

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  • The FYE Journey and the Leap to Hyperspace: How to navigate a fledgling FYE structure into a sustainable, stand alone programme that makes pedagogical and economic sense
  • NTLT 2012 - The assessment busters: A collaborative approach which turns assessment preparation into an effective ‘must-do’ activity for year one tertiary students

    1. 1. The Assessment Busters: A collaborative approachwhich turns assessment preparation into an effective ‘must-do’ activity for year one tertiary students National Tertiary Teaching & Learning Conference 10-12 October 2012 Nelson
    2. 2. Targeted Learning Sessions: Two Goals1. Help students complete an assignment2. Help academics refine assessment
    3. 3. Poor Year One Assessment: Some concerns• Causes student disengagement• Fosters negative attitudes towards learning (Rust, 2002)• Believed to be a more powerful influence on student behaviour than teaching (Boud, 2012)• One of the least sophisticate aspects of T & L in higher education (James, 2010)
    4. 4. The Problem – for students • Don’t know where to start • Afraid to go to office hours • Don’t want to appear remedial • Are victims of poor assessment • No roadmap to resources • Help is not discipline specific
    5. 5. The Problem – for academics• Poor understanding of stage one assessment• Unaware of need for assessment scaffold• No help refining assessment• Low access to students• Don’t know where students are stuck• Poor submission rates• Poor pass rates
    6. 6. The Problem – for professional staff• Low student numbers seeking help• Marginalised from teaching & learning• Poor understanding of integrated help• Poor communication with academics• Underutilised
    7. 7. The Problem – for the University• Paying for unused tutor office hours• Paying for underutilised professional staff• Losing money due to poor progression• Losing valuable postgraduate students
    8. 8. Targeted Learning: Why it works for students• Everyone goes – not remedial• Convenient – one stop shopping• Targeted – only get the help they need• Don’t get trapped• Facilitated by peers• Learn value of staff resources
    9. 9. Why it works for professional staff• Brings students to them• Makes them an integral part of assessment scaffold• Referral is easy & students will use it• Saves time answering e-mail questions• Makes them re- evaluate their service delivery• Enjoyable
    10. 10. Why it works for academics• A chance to see learning in action• See the value of integrating with student support services• Encouraged to scaffold assessment support and resources• Saves time answering e-mail questions• Ability to see more clearly where assessment is confusing• Advice on better assessment practises• A highly productive use of tutor office hours
    11. 11. Why it works for the Uni• Best utilisation of academic & professional staff• Encourages collaboration• Results – lower DNS, higher GPA, increased retention to year two
    12. 12. Some Benefits of Collaboration• Clearer understanding of the “year one mind”• Better hand off between support groups• Combining research for big picture solutions• Sharing internationally with other FYE programmes
    13. 13. Why it works for everyone: Results!
    14. 14. Contact InformationMargaret HenleyAssociate Dean, Equitym.henley@auckland.ac.nzCarol CameronManager, First Year Experiencec.cameron@auckland.ac.nz

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