Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
Engage with the ongoing quality assessment debate at national level, building on an understanding of core principles in quality management and with due reference to the interests of those with a stake in HE quality
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Claire Shewbridge
Analyst, Education and Training Policy Division, Directorate for Education. OECD
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Power of the Crowd: The Promise and Potential of Crowdsourcing for EducationMark Brown
Paper at ASCILITE 2016: International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, 30th November, 2016.
A Strategic Response to MOOCs: What Role Should Governments Play? Mark Brown
Full paper at ASCILITE 2016: International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, 30th November, 2016.
Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.
HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Claire Shewbridge
Analyst, Education and Training Policy Division, Directorate for Education. OECD
The OECD Review on Evaluation and Assessment Frameworks for Improving School Outcomes, launched in late 2009, is designed to respond to the strong interest in evaluation and assessment issues evident at national and international levels. It will provide a description of design, implementation and use of assessment and evaluation procedures in countries; analyse strengths and weaknesses of different approaches; and provide recommendations for improvement.
The Review looks at the various components of assessment and evaluation frameworks that countries use with the objective of improving student outcomes. These include student assessment, teacher appraisal, school evaluation and system evaluation. The analysis focuses on primary and secondary levels of education.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Power of the Crowd: The Promise and Potential of Crowdsourcing for EducationMark Brown
Paper at ASCILITE 2016: International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, 30th November, 2016.
A Strategic Response to MOOCs: What Role Should Governments Play? Mark Brown
Full paper at ASCILITE 2016: International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, Adelaide, 30th November, 2016.
Head Start Online: A Good Start is Half the WorkMark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
The Great Unbundling of Higher Education: Dystopia or Utopia?Mark Brown
Paper at Expanding Horizons in Open and Distance Learning. Conference of the Open and Distance Learning Association of Australia (OLDAA), Melbourne, 6th February 2017.
The Path to Creating an Integrated Online Contingent Faculty Competency SystemJeremy Anderson
Steps that The American Women's College have taken in developing faculty competencies for hiring, developing, and evaluating contingent faculty. Presented at OLC Accelerate 2017.
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
The Writing Initiative focuses on assuring quality in students’ writing through assessment and intervention. The final exam represents one course-level assessment in which faculty play a key role in measuring students’ writing ability.
Quality assurance of MOOCs: The OpenupEd quality labelJon Rosewell
The OpenupEd quality label is a quality enhancement approach to e-learning, tailored specifically to MOOCs. I will briefly introduce the OpenupEd quality label, show how it relates to other e-learning quality frameworks, and outline the ways in which it can be used, ranging from informal self-assessment to a full external review. Which of the benchmarks could contribute to enhanced design of MOOCs? Are the benchmarks sufficiently detailed? Do they capture all important aspects?
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Game On: Rebooting Education for Future's SakeMark Brown
Invited keynote presentation at Innovative Solutions in Education: From Gamification to Artificial Intelligence. Vilnius University, Lithuania, 29th November.
The Future of Micro-credentials: Is Small Really Beautiful?Mark Brown
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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1. Peer Review: Promoting a quality culture Associate Professor Gordon Suddaby & Associate Professor Mark Brown Massey University New Zealand Contact details: g.t.suddaby@massey.ac.nz
2. Peer Review at Massey University: Context Issues The initiative Peer Review and quality Some Principles Some Caveats Approach to Peer Review Participation in Peer Review Implications
3. Context Massey University Multi-campus Distance education provider Reviewing learning management system Economic factors Economic crisis Budget constraints Capped enrolments Changed funding model Changed Approach to Programme Delivery Fifty years of tradition Implementing a ‘blended’ approach Resourcing implications Quality issues
4. Issues Staff expectations Student expectations Support required Lead-in time Workload Pedagogy Collegiality Quality
5. Issues Staff expectations Student expectations Support required Lead-in time Workload Pedagogy Collegiality Quality
6. The Initiative The University initiative... Replacing WebCT Introducing new Virtual Learning Environment Based on Moodle Platform Business case included 10 action points e.g; Expanded ‘e’ toolset Course(Re)design for electronic delivery All courses to have an online presence Provide support within Colleges (Faculties) And...
7. Peer Review and Quality The University initiative... Replaced WebCT Introduced new Virtual Learning Environment Based on Moodle Platform Business case included 10 action points e.g; Expanded ‘e’ toolset Course(Re)design for electronic delivery All courses to have an online presence Provide support within Colleges (Faculties) And The Introduction of a Quality Assurance System
8. Some Principles associated with quality Quality enhancement vs. assurance Academic responsibility Continuous improvement Constructive feedback Scholarly tradition Scholarship of teaching Peer esteem ...
9. Some caveats Peer review must be owned and managed by academics Individual staff need to have responsibility for key decisions including; who should undertake the review, what type of review is appropriate what should happen after the review. Feedback remains confidential to the individual unless they decide to share the outcomes for purposes of; evaluation, performance review, promotion teaching awards.
10. University policy Peer review must be owned and managed by academic staff as opposed to being centrally driven... It means that individual staff have responsibility for key decisions about peer review, including who should undertake the review and what type of review is appropriate and what should happen after the review (Massey University, 2010).
11. Participation in Peer Review Peer review of teaching; Is a key part of the University’s wider quality enhancement framework Involves academic ownership of the process and outcomes Involves continuous enhancement of teaching quality Is a professional responsibility of all staff. Supports a culture of quality for both reviewer and reviewee Can be used as an institutional quality indicator. (Number of ‘reviews is collected through the VLE course completion checklist).
12. The Approach Types of Peer Review Design and implementation Frequency The model Frequency Implications An irony Finally... Some references
13. Types of Peer Review Two main types of peer review: Formative reviews - focused on gaining information for the purposes of the ongoing improvement of teaching and course design Summative reviews - have a particular endpoint in mind and mainly focus on the demonstration of quality in support of processes such as promotion and programme evaluation. The focus is on formative peer reviews (summative reviews already take place as part of the University's five-yearly programme review cycle). Three levels of formative peer review: • Course Design Review before a course is taught; • Focused Teaching Review on some aspect of the course during delivery; • Comprehensive Review of all aspects of teaching and course design before, during and after the course is offered.
14. Design and Implementation Three levels of formative peer review were defined: • Course Design Review • Focused Teaching • Comprehensive Review Within these the major domains of the Peer Review Framework are: • Design for learning • Resources for learning • Facilitating learning • Assessing student learning • Evaluating learning and teaching • Professional development
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19. Frequency of Peer Review Depends on the type of review but; Every course offering should be reviewed on a three yearly cycle. Should be aligned with the requirements of formal student evaluation of teaching “Light “ course design reviews on a more regular basis as part of Massey’s commitment to quality enhancement. Workload requirements of peer review can be managed if each academic staff member requests and conducts one peer review a year. Evidence suggests the benefits of peer review for both reviewees and reviewers outweigh time devoted to this task.
20. Implications Tension between quality enhancement and quality assurance Responsibility devolved to academic staff Issues related to ‘feral’ behaviour “Top down” decision to introduce Peer Review Managing and promoting the process Assuring academic staff of confidentiality Evaluating the effectiveness Sustaining the initiative
21. An irony One of the ironies of higher education is that while peer review of research is a firmly established and internationally recognised cornerstone of academic scholarship, peer review of teaching — the practice of colleagues providing feedback on one another’s teaching — has little or no prominence in university policies and does not feature strongly in academic cultures and practices Harris, et. al., 2008, p.3.
22. Peer Review of Teaching Access to the peer review website is through: http://cadel.massey.ac.nz/ And then the link on the right hand side to ‘peer review’. The website describes Massey University's approach to scholarly peer review of teaching. • Peer Review Guide • Peer Review Framework • Peer Reviewee Instructions • Peer Reviewer Instructions • Peer Review Report Forms • Peer Review Implementation and Evaluation • Further Reading
23. Finally... Whether faculty become engaged in formative or summative peer review, the underlying goal of the process is to facilitate and champion excellence in teaching. ... As a result, faculty reviewers assume a professional responsibility for the quality of their own and colleagues teaching endeavours, and peer review of teaching becomes a way for collegial exchange and open reflection to take place. Carter (2008, p.87)