Curriculum designSphere of influenceWhat's the least you can do to have the greatest impact
How does a student on a programme decide on what he/ she needs to do.Who builds the road they travelWho decides on what they do where and when Who makes it connect together The decisions we make that affect the experience the student has
Transition videoTalk about the early assessments and formative and summative feedback How could you build this into your module /teaching / programme etc.
Building assessments in to the programme and then tracking and mapping them PDP as a tool to connect with what the student is doing and how
What other ways are there that you use
Daily modules with tasks, submission and immediate and ongoing feedback
Daily modules with tasks, submission and immediate and ongoing feedback What could you do to enhance the experience
Pg cert assessment and feedback sarah nixon
Assessment and Feedback; making it all add up
Start at the beginning…• The first six weeks of the first semester of the first year are crucial and how we assess within that period can make a difference to student success or failure (Yorke 1999).• Designing a really coherent first six weeks for students, which includes assessment opportunities can be very helpful (Brown 2010).• Belonging, social cohesion, engagement and subject interest are crucial at the start of University (Vinson et al 2010).
Learning Orientated Assessment• choosing curricular structures that increase the chances of student success• learning and assessment should be integrated, assessment should not come at the end of learning but should be part of the learning process• systematically monitoring and evaluating student achievement, and acting on the evidence thereby collected(Carey, 2005: Kuh et al., 2005; Long et al., 2006; Pascarella and Terenzini,2005; Reason et al., 2006; The Pell Institute, 2004, 2007; cited in Yorke and Longden 2008)
Ways to make this work…• Getting the students to give feedback on their work and then giving feedback on the feedback• Using feed forward to link modules together and help students make sense of what to do with information• Using tutor groups as a mechanism to discuss and share ideas and give work back
What the literature tells us Traditional assessment methods tend toreinforce rather limited approaches to learning by students, by encouraging memorisation, unproductive rote learning and attitude to knowledge acquisition that are reminiscent of the language of eating disorders (stuffing in and regurgitation of facts) (Brown 2010).
What the literature tells usInnovative assessment approaches can foster a spirit of enquiry, encourage curiosity and promote autonomy where they encourage students to become closely involved withevaluating their own and each others’ learning (Falchikov 2004).
Experience tells us• Whole programme approach works• All staff need to be involved at programme level• Mapping helps you to create coherent and learning orientated strategies• Personal tutor groups really help• Talking about feedback is essential
• Brown, S. (2010) Presentation at LJMU• Yorke, M. (1999) Leaving Early: Undergraduate Non- completion in Higher Education, London: Routledge.• Falchikov, N. (2004) Improving Assessment through Student Involvement: Practical Solutions for Aiding Learning in Higher and Further Education, London: Routledge.• Vinson, D., Nixon, S., Walsh, B., Walker, C., Zaitseva, E., & Mitchell, E. (2010). Investigating the relationship between students’ transition into university and the engagement with peers, staff and the discipline. Active Learning in Higher Education. 11(2). 131-143