A presentation from Connect More by Dale Clancy, independent learning specialist, Borders College. Pre-COVID alterations to the way that the electrical apprenticeship has been delivered, in a remote wide reaching area, has brought around positives in student engagement, skills and achievement during the current crisis. Teaching and learning has had to be adapted across the world, but in most cases assessment has not or has been less flexible. Is there a case now to alter the way learners are assessed now more than ever? This session briefly highlights the tools used to engage learners, skills they have developed, and obstacles in assessment which could be adopted to suit modern learners and society in both theory and practical environments.

1. 16-18 June
Changing current practice
to meet the needs of
learners and society
Dale Clancy, independent learning specialist,
Borders College

2. Welcome
Speaker
• Name : Dale Clancy
• Position : Lecturer / Independent Learning
Specialist
• Employer : Borders College
• Age : 31
• Experience : Delivers learning and
assessment to SVQ Level III Electrical
Installation Apprentices, schools groups and
full time students. Supports staff and
learners with online tools to aid learning and
access to resources.
2

3. Welcome Introduction
A look at
current
delivery with
the focus on
vocational
subjects.
What worked
well Pre-
COVID.
What
changes
have
happened
due to the
current
pandemic.
Benefits of
an IT based
centre for
your learning
resources.
What can we
learn from
this period?
Blend
learning and
assessment
to meet
modern
society.
3

4. Current Delivery – Pre COVID19
A brief look at some basic delivery before the global pandemic.

5. Current Delivery – Pre COVID19
• Example : SVQ Electrical Installation Level III
• A vocational subject which is competency based.
Practical assignments along with required level of
knowledge.
• Use of tutorials, workshops, online videos, identified
support. Similar to various other subjects.
• Integration of Office 365 Apps made access to
resources easier and more flexible for last 3 years.
• Able to support, assess and provide learners with
resources required to be successful.
5

6. Which Tools Were Successful?
A look at some of the tools used and how they helped learners.
Microsoft Teams was
adopted to deliver to our
students 2 years ago
after a successful trial
with other apps. It has
allowed online delivery
and student interaction.
6
OneNote was the
original member to
the course, and it
allowed flexible
access to topics,
videos and learning
while candidates
were on-site.
The use of OneDrive
has been vital in
allowing equal
access for all
students which has
enhanced the
learning and skills
throughout the
course.
Forms has been a
brilliant platform to
allow formative
assessment to be
undertaken
throughout. It has
been a good
indicator to see how
well candidates are
doing remotely.

8. Changes in Delivery – COVID19 Impact
A look at some changes which have happened to help deliver
knowledge and understanding to learners

9. Changes in Delivery
Points of Interest
• The educational premises we have access to
have been closed along with restrictions of
movement.
• Learners have still been accessing resources
using existing platforms.
• Reactive changes to suit delivery such as more
formative assessments to gather evidence and
online tutorials recorded to Stream.
• Without face to face delivery, heavy dependence
on IT is required with varying results across
college.
• Some courses have evolved well allowing
continuity, but others have struggled.
• Criteria for assessment unable to be satisfied.
9

10. Positives from Early IT Adoption
Continuation of the majority of the course remotely.
Interactions between lecturer and student are more tailored.
Formative assessment becomes a huge tool to help judge student
competence under current criteria.
A focus on wellbeing as students are familiar with resources and have
easy access to peers and lecturer.
Skills which are required now, have already been established prior to
COVID impact.
Less stress on staff who are familiar with the basic skills and
platforms required to facilitate delivery online.
10

11. Professional Judgement in Assessments
In Scotland, a holistic approach to
assessment decisions was required in
most subjects.
Importance in evidence to gauge
student competence.
Microsoft Forms used to gather
evidence to assist judgement.
Can this criteria be used in more
circumstances?
Delivery and habits changed instantly
nationwide but assessments
remained rigid.
11

12. Vocational Subject Example – Controlled Assessment
Modern vs Future
Delivery of
learning to
candidates face
to face.
Preparation for
assessment.
Undertake
controlled
assessment –
closed book.
Assessment of
knowledge
retention only.
Delivery of learning
to candidates –
provision of
resources. Structured
Learning Platform.
Preparation for
assessment.
Undertake
controlled
assessment –
open book /
online.
Assessment of
knowledge and
resourcing
information with
modern tools.
12

13. Benefits of Altering Assessment Criteria
Modern Workforce
Current
•Assess candidates on knowledge and skills required as specified.
•Support learners for modern life with modern tools.
•Modernise existing skills to suit modern culture.
Flexible
•Can be tailored more to suit different learners and stakeholders.
•Can help increase achievement with circumstantial changes to help learners.
Adaptable
•Can be prepared to cope with national or regional changes.
•Criteria can be added and removed as it evolves.
Collaborati
ve
•Collaboration between awarding bodies, assessment centers and students.
•Investment in tools and software to make additional assessment methods valid.
Inclusive
•Further enhances access for all by allowing additional methods of assessment.
•Modern tools allow for a wider range of skills to be utilised by learners. No need to segregate retainers of knowledge
and resourceful candidates where able.

14. In Summary
The current pandemic highlights some flaws in areas of existing provision in
various subjects, all of which cannot be solved by digital tools. (Practical
assignments…)
Small changes in the assessment criteria would allow for more professional
judgement and more continuity for learners, staff and institutions. Formative
assessment is key to judging learner progress.
The tools we have access to now, far exceed what was available 5 years ago.
Assessments and learning resources must be able to keep up with the change in
society. Qualifications can rapidly become outdated.
National investment with access to resources to allow flexible learning for all.
Investment in staff and development also needed nationwide.
Wholesale changes are required in delivery, but not at the expense of quality.
Integration of online tools and digital resources can enhance qualifications and
prepare learners for the news skills constantly evolving in a modern world.14

15. customerservices@jisc.ac.uk
jisc.ac.uk
Thank you
Dale Clancy
Changing current practice to meet the needs of learners and society.
dclancy@borderscollege.ac.uk