HEA Fellow Assessor training june 2016 assessment practice
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This document outlines the criteria for Associate Fellowship, Fellowship, and Senior Fellowship in higher education. Associate Fellowship requires successful engagement in two areas of activity including appropriate teaching practices and core knowledge. Fellowship requires successful engagement in five areas of activity and all core knowledge. Senior Fellowship, at Descriptor 3, requires demonstrating leadership of others in higher education through successful coordination, support, supervision, and mentoring of teaching and learning. It also requires accessing external advice and guidance based on educational scholarship and undertaking research. The most challenging criteria to meet are those of Senior Fellowship, which require evidence of influencing and effectively leading others, as well as undertaking educational research.
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HEA Fellow Assessor training june 2016 assessment practice
- 2. Associate Fellowship • Successful engagement in • two areas of activity • appropriate teaching and related practices • appropriate core knowledge (at least K1/2) • appropriate professional values • relevant professional practices/research/ scholarship • CPD in teaching, learning and assessment activities Fellowship • Successful engagement in • five areas of activity • appropriate teaching and related practices • all core knowledge • all professional values • incorporation of research/ scholarship within activities • CPD in teaching, learning and assessment activities & related professional practices where appropriate D1 and D2 requirements
- 3. The Swansea Assessment Criteria • Clear evidence of their impact on the student learning experience • A personal account, demonstrating their commitment to learning and teaching • A reflective account, demonstrating their actions in terms of improving their teaching, learning or assessment practice and/or impact on others • For Senior Fellows – leadership of others in HE
- 4. • I. Successful engagement across all five Areas of Activity • II. Appropriate knowledge and understanding across all aspects of Core Knowledge • III. A commitment to all the Professional Values • IV. Successful engagement in appropriate teaching practices related to the Areas of Activity • V. Successful incorporation of subject and pedagogic research and/or scholarship within the above activities, as part of an integrated approach to academic practice • VI. Successful engagement in continuing professional development in relation to teaching, learning, assessment, scholarship and, as appropriate, related academic or professional practices • VII. Successful co-ordination, support, supervision, management and/ or mentoring of others (whether individuals and/or teams) in relation to teaching and learning 4 D3 requirements
- 5. D3.7 Successful coordination, support, supervision, management and/or mentoring of others (whether individuals and/or teams) in relation to teaching and learning At Descriptor 3, it is particularly important to demonstrate how you know your practice has influenced others, been effective and generated impact. This is the overarching descriptor and evidence for this should be found across the application. It is the essential distinguishing characteristic of the Senior Fellow. 5 Key Characteristics of SFHEA (D3)
- 6. It is essential that Senior Fellows provide evidence of having accessed and utilised external advice and guidance based on educational scholarship and likely that they themselves will be undertaking some kind of research which may well (though this is not essential) include research for publication in peer review journals. 6 Scholarship for SFHEA (D3)
- 7. 7 Discuss – what are the most challenging assessment criteria?
Editor's Notes
- The differences between D1 (Associate Fellow) and D2 (Fellowship are outlined above.) D1 could be considered a subset of D2. Associate Fellows – 2 areas of activity – any two Depends on the person’s role as to what can be achieve. Non academic staff such as technicians, librarians, careers advisers, etc – because the particular activities they have means they don’t get sufficient evidence to qualify for all 5 areas of activities. and at least knowledge of K1 The subject material And K2 – Appropriate methods for teaching, learning and assessing in the subject area and at the level of the academic programme The breaking up of A1-A5 can be helpful, but also can be difficult. Relevant professional practices/research/scholarship and CPD in LTA and Assessment – these two are usually the ones causing the most problems, in both application and assessment. We don’t mean that you are the foremost research in the subject and a lot of pedagogical work. Scholarship to be the range of professional information and things I need to know to be able to carry out the job effectively. Show clip from E stream 16.57 – 20.58 Example of the technician in the computer lab and the relevant scholarship and also the accountant and tax laws See Chapter entitled ‘Examples of Scholarship and CPD” https://mrclabsestream.swan.ac.uk/view.aspx?id=5701~4n~NRVA9cmG&chapID=32
- The category requirements are outlined in the A5 Handout BUT These are outlined at the end of the Word application and Pebble+ Applicant Checklist, they have the added General Principles that I’ve just spoken about as part of the Assessment Rubric.
- D3 is so broad. Need to demonstrate all the same attributes of D2 but with the addition of how my leadership influences all of the above. It is not something that is just stuck on the end, it must filter through each of the other areas od activity. There will be considerable variation in applications, reflecting differences in individuals’ experience, their job roles and institutional contexts. The reflective commentary and two case studies enable such diversity to be appropriately represented
- What were the leadership approaches that they took and what was the impact and how did they know. Be careful with postgrads as examples. You need to think about relationships, if they are discussing the group of post graduates in terms of them supervising, then that is learning and teaching. If they are using a postgrad as a co teacher, doing seminars then that is a professional relationship, that is mentoring of colleagues. The quality of the evidence is much more important than the quantity of examples provided
- Where is isn’t necessary for D2 it is essential for D3. with senior fellowship, it is more about “I am the influence”, so it is vital to demonstrate what the evidence based influence was that instigated what they are discussing. They could be illustrating some form of action research, where they identified a problem or area of improvement, they would then discuss the intervention that they put in place, all the time they would be reflecting on the processes involved, whilst referring to the evidence provided by relevant literature to support their ideas and methods. Not hard research, most likely to be AR but it could be publication. By publication is could just be dissemination, but could be evidence What is Action Research? AR is a practical approach to professional inquiry in any social situation. Here it relates to education and are therefore of particular relevance to teachers or lecturers engaged in their daily contact with students. But professional practice need not be teaching: it may be management or administration in a school or college, or it may be in an unrelated area, such as medicine or the social services. The context for professional inquiry might change, but the principles and processes involved in action research are the same, regardless of the nature of the practice.