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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NTLT 2012 - The assessment busters: A collaborative approach which turns assessment preparation into an effective ‘must-do’ activity for year one tertiary students
1. The Assessment Busters: A collaborative approach
which 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. Targeted Learning Sessions:
Two Goals
1. Help students complete an assignment
2. Help academics refine assessment
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. 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. 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. 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. 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. 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. 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. 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. 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. 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
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
