Exploring employability through assessment and feedback

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Exploring employability through assessment and feedback

  1. 1. * Webinar 22nd April 2013 slide *Exploring Employability throughAssessment and FeedbackRich Osborne, Adele Bull and Peter Bullen
  2. 2. Webinar structure* Webinar 22nd April 2013 slide *• Introduction• Employability as a ‘driver’ for change• Employability initiatives – What are you doing?• Assessment and Feedback as a ‘vehicle’ forchange• Technology as a ‘supporter’ of change• Feedback, discussion and questions
  3. 3. Assessment and Feedback Programme – Strand A* Webinar 22nd April 2013 slide *• The eight projects in this strand aim to redesignassessment and feedback practices, making bestuse of technology to deliver significant changeat programme, school or institutional level• www.jisc.ac.uk/assessmentandfeedback
  4. 4. • Review of Business-University Collaboration;Sir Tim Wilson, Feb 2012:http://www.hefce.ac.uk/news/newsarchive/2012/name,69548,en.html• Employability is a ‘theme’ in the Strand A projects.2 Cluster A projects are focussing on this theme• More information available on the Design Studio:http://jiscdesignstudio.pbworks.com/w/page/52947111/Assessment%20and%20employability* Webinar 22nd April 2013 slide *Themes
  5. 5. * Webinar 22nd April 2013 slide *COLLABORATERich Osborne and Liz DunneBringing together staff, students andemployers to create employability focusedassessments enhanced by technology.
  6. 6. * Webinar 22nd April 2013 slide *Feedback and Assessment StrategyTestingFASTAdele Bull and Tony HarrisIntegrating technology within assessmentand feedback activity to enhanceemployability.
  7. 7. Words/Phrases used to describe assessments/assignmentsthat support „employability‟. For example : assessments for„employability‟; or „authentic‟ assessments; or............?Which descriptor would you (your institution) use?A. Professional practiceB. Work-integratedC. AuthenticD. SituatedE. Other (please enter the word or phrase in the text chatbox)* Webinar 22nd April 2013 slide *Terminology
  8. 8. * Webinar 22nd April 2013 slide *Employability as a ‘driver’ for change
  9. 9. Drivers for changeEmployability is potentially the biggest force driving people toUniversity ...• Amongst the foremost reasons for those 22+ consideringa university education (Pollard et al, 2008)• Almost 80% of students stated improving jobopportunities was the most important reason to go touniversity (CBI/NUS, 2011)
  10. 10. Many Employability InitiativesThe Exeter AwardCareer ZoneEnterprise and self-employmentGlobalemployabilityCVs, applications,interviewsGraduate jobsPart-time jobsInternshipsSkills trainingand eventsCareer researchVolunteeringPlacements
  11. 11. Whats Missing?Wilson Review (2012) suggested a gap between businessand higher education.One recommendation of many:“Universities should reflect on the opportunities that areprovided for students to develop employability skillsthrough the formal learning methodologies used withinthe university” (Wilson, 2012, p.10)
  12. 12. Curriculum ApproachCurriculum EmploymentEmployabilityInternshipKey skillstrainingWorkexperiencemoduleNew forms ofassessment
  13. 13. New employability stats available topotential studentsLocal institution advertising on the radioboasting about 98% employabilityFeedback from local employers and UCPto say graduates unprepared foremploymentTuition fees – students demand return oninvestmentDrivers for changeUnlocking Cornish potential: www.gradcornwall.co.uk
  14. 14. 2009 decision taken to add a shared employability module to allfoundation degrees•45 programmes•Across 6 campuses•Approximately 800 students•Significant change in teaching style – learner led/ ProblemBased Learning•Cross College working and standardisationPESD – Personal Employability and Skills Developmentmodule
  15. 15. * Webinar 22nd April 2013 slide *Employability Initiatives - what are youdoing (related to the curriculum)?EFFECTIVENESSCOMPLEXITY
  16. 16. * Webinar 22nd April 2013 slide *Assessment and feedback as a vehicle forchange
  17. 17. What students attend to, how much work they do and howthey go about their studying is completely dominated byassessment (Gibbs, 2004)But can exams really preparestudents for the office?Other forms of assessmentexist which may be bettersuited ... e.g. „authentic‟assessmentAssessment Drives Behaviour
  18. 18. Originated in US K-12 system in the early 1990‟s, focused onreal world problems in real world contexts.Can be challenging in higher education, authentic hasmultiple meanings ...“the term inappropriately implies that some assessmentapproaches are superior to others because they employtasks that are more „genuine‟ or „real‟” Terwilliger (1997,p.27)Authentic Assessment
  19. 19. Combines concepts of authentic assessment with local viewsand other research. Defined by six dimensions:Work-Integrated Assessment‘Real World’ Problem / DataSet an overall real worldproblem, supported by realworld dataCollaborative WorkingCreate teams of students fromthe outset, encouragecollaborationVaried AudiencesAim to set explicit audiencesfor each assessment pointMultiple Assessment PointsMove to a more distributedpattern of assessment;consider introducing ‘surprise’pointsLight StructureLightly structure the overallassessment; reward studentapproachesPeer / Self ReviewInclude peer and/or self reviewexplicitly in the assessmentprocess
  20. 20. Assessment Redesign Tool1 Analyse2 Design3 Evaluate
  21. 21. StudySkillsTransferable SkillsSelf awareness/ reflection –knowing own strengths andweaknesses and learningfrom experienceCareer FocusCareer options, gainingexperience and creatingopportunities, applicationsand interviewsAssignment 1Reflection on group challengePeer marking and feedbackAssignment 2Career Development PlanOrGoing through the application andinterview process for current dreamvacancy and reflecting on the outcomeand development neededPESD module overview
  22. 22. • Spend previous two years focusing on lesson plans and SoW toensure maximum impact• Managed to secure increased student attendance andparticipation• Still some students not participating/ attending…. However all students participate in assessment:. Wanted to gain maximum impact and learning fromassessmentPESD – Personal Employability and Skills Developmentmodule
  23. 23. * Webinar 22nd April 2013 slide *Technology as a supporter for change
  24. 24. We align our learning outcomes, teaching methods andassessments - but what about technologies?Can Affordances theory help?“The affordances of the environment are ... what itprovides or furnishes” Gibson (1979, p. 127)What does Blogger provide?What does LinkedIn provide?What does Skype provide?.........Integrating Technologies
  25. 25. 60+ "off the shelf" technologies, aligned with the dimensionsmodel.Technology "Top Trumps"
  26. 26. Alignment with Model
  27. 27. Video diaryFilmed student interviews –students asked to watch backand reflectEncourage participation inonline networking viaLinkedInIntroducing technologyUsing video to enhanceimpact of learning and selfawareness of how studentscome across to employersAssignment 1 Assignment 2
  28. 28. * Webinar 22nd April 2013 slide *Feedback, discussion and questions
  29. 29. © HEFCE 2012The Higher Education Funding Council for England, on behalf of JISC, permits reuseof this presentation and its contents under the terms of the Creative CommonsAttribution-Non-Commercial-No Derivative Works 2.0 UK England & Wales Licence.http://creativecommons.org/licenses/by-nc-nd/2.0/uk* slide *Webinar 22nd April 2013

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