The role of students in the representation of their own learning.

1. The role of students in the representation of their own learning. The one-stop shop for the HE Progress File http://www.recordingachievement.org

2. Origins of the HE Progress File Dearing HE Inquiry : Recommendation 20 ‘We recommend that Institutions of Higher Education, over the medium term, develop a Progress File. The File should consist of two elements: • A Transcript recording student achievement which should follow a common format devised by institutions collectively through their representative bodies; • A means by which students can monitor, build and reflect upon their personal development (Personal Development Planning/Recording).’ National Committee of Inquiry into Higher Education, 1997

3. Personal Development Planning • Personal Development Planning defined: • ‘a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development’. • Policy Intentions: to help students: • become more effective, independent and confident self-directed learners; • understand how they are learning and relate their learning to a wider context; • improve their general skills for study and career management; • articulate their personal goals and evaluate progress towards their achievement; • and encourage a positive attitude to learning throughout life. • Most recently: • “..we will review …. the progress being made on the use of transcripts and personal development portfolios. We want them to be used to enable learners to understand and reflect on their achievements and to present those achievements to employers, institutions and other stakeholders.” • The HE White Paper

4. Part of a larger set of issues How is learning represented currently and how far are existing methods fit for purpose, or perhaps, for a variety of different purposes? How best should learning be represented to satisfy a variety of different purposes? Who is it being represented for and to : • students; • academics; • the outside world? Where i.e. what is the context : • UK • Europe • Global?

5. Benefits! • To learning (EPPI data, our own work). • To inclusion(means of connecting individuals to organisations, especially in more distributed learning environments and differentiated curriculum/life pathways); • At transition (UCAS data and..).

7. Talking the talk; referencing skills and attributes against the requirements of employers of graduates. • Communication: The ability to express oral and written ideas clearly, convincingly and concisely. • Leadership: Demonstrates the ability to motivate others to achieve common team goals.  Shows initiative. • Personal Effectiveness: Self motivated… Perseveres when faced with difficulties.  Reacts positively to change and variety. • Problem Solving.  Innovative, inventive and creative.  Produced imaginative alternatives and embraces new ideas. • Task Management: Adopts and organised and structured approach to their work.  Prioritises effectively and can manage multiple tasks. • Team Working: Co-operates with others, contributes to a positive team atmosphere.

8. More (tricky?) talking • "List two or three words which a friend might use to describe you. Can you give examples of actual situations which would have merited this description?" (Courtaulds) • "Give an example of when you developed effective working relationships with people from differing backgrounds or having differing views to accomplish an important result?" (Procter and Gamble) • "What has been the most personally rewarding aspect of your time in HE?" (British Gas) • "Describe what you consider to be your most significant achievement. What was the key to your success?" (BT) • "What is the most important decision that you have taken? How did you go about taking this decision?" (Shell) • "Describe an occasion where you have had to make an unpopular decision. What reaction did you get and what have you learnt from the experience?" (Barclays)

9. Where has your focus been? Information: • assessed validly and reliably and graded; • assessed validly and graded pass/fail only; • reported but not graded. Subject-based learning (including the demonstration of knowledge and skills acquisition). Capabilities (of analysis, synthesis, problem solving, criticality and creativity). Personally significant learning, (including from outside formally recognised learning).

10. And the implications… • What kinds of things do our students need to do in order to appreciate andrepresent their own learning? • What about our role(s) in supporting the development of the necessary capabilities?

11. Perhaps.. • Learners need help and support in understanding and managing the self-assessment process, in understanding the role of evidence, and the use of frameworks, criteria and reference points to make judgements about their own learning that are valid. • Learners may need support in valuing the learning from situations where total success was not achieved-indeed sometimes the reverse - and being willing to put that forward where appropriate. • An emphasis on developing the skills for judging self and for presenting evidence to support judgements, may need to feature within assessment processes.