Session 1: Academic Practice

1. Session 1: Academic Practice Peer Enhancement Assessment Issues Dr Julie Baldry Currens

2. Peer Enhancement in learning, teaching and assessment • Formerly known as peer review, peer observation • Revised approached agreed at UEL in 2010 • A more collegial, supportive and reflective approach • ‘Staff member’ and ‘peer’ work together to enhance reflection and practice

3. Key features • Mandatoryfor all academic colleagues • Voluntaryfor service colleagues with a role in teaching and/or supporting learning • One session per academic year will consider aspects of both • face-to-face teaching • learning materials.

4. Session will include: Face to face teaching (including seminars, tutorials, workshops, individual or group supervision, field trips etc); and a range of practice • e.g. promotional and info materials -module and/or programme guides including on-line, VLE, CDRom, DVD, Podcast and paper based materials etc.;

5. F2F teaching and... And a range of practice (cont’d) • e.g. development and /or delivery of teaching materials (including use of VLE/ UELPlus / social networking, • e.g. distance learning materials • e.g. formative and summative assessment tasks, and provision or individual and generic feedback.

6. Four tasks involved in PE i. 'Staff member' identifies and agrees with ‘peer’ the activity/activities on which to focus ii. Staff member and peer agree session format for PE Session, e.g:- observing teaching and review of associated VLE materials; iii. Staff member and Peer meet to undertake the PE session iv. Staff member and Peer complete PE Record (see PE Form) and hand to Field / Team leader.

7. Role of Peer The peer will support the staff member’s development, by: • facilitating self reflection by the Staff member (reflective questions) • offering constructive feedback • identifying areas of good practice • discussing areas for further development

8. Allocation • Allocation of Staff members and Peers will be agreed annually (e.g. by School Learning &Teaching Committee) rather than occurring as an ad hoc arrangement • May identify thematic focus for whole staff team or individual themes

9. Documentation ‘Light touch’ - identifies: • Aspects of good practice suitable for dissemination • Development needs of individual • When viewed together, all records provide an overview of the extent of participation, within a School or Service.

10. Thank you – any questions / comments ? j.baldrycurrens@uel.ac.uk

11. Assessment Challenges • Creating assessment that develops learning and measures performance (Boud, 2000) • Balancing efficiency with effectiveness (Ross, 2003) • Using a creative + balanced range of approaches • Growing sector context of massification (Land, 2004)… plagiarism proofing… offering learner autonomy + choice…

12. UEL Assessment Policy • Emphasise assessment as integral - a key driver for learning • Reflect QAA Code of Practice in Assessment (2006) • Embed inclusive practice • Respond to external examiners requests to reduce over-assessment • Policy applies to ALL programmes at UEL and within collaborative partners

13. INTERNAL MODERATION – Q1 Q 1: What is UEL’s preferred method of internal moderation?

14. INTERNAL MODERATION – Q2 & 3 Q 2: How many scripts should be second marked? Q 3: If there is more than one marker on the team, how many scripts should be second marked?

15. INTERNAL MODERATION – Q42nd marking Q 4: Do calculations need to be second marked?

16. Resolving marking differences Q5 Q 5: How are differences between markers resolved?

17. EXTERNAL MODERATION Q6 Q 6: When should papers be sent to external examiners for external moderation?

18. TIMIMG of ASSSESSMENTS Q7 Q 7: Timing of Assessments: How much notice should be given? • Exams - • Coursework -

19. REASONABLE ADJUSTMENTS Q8&9 Q 8: How are Reasonable Adjustments managed for Coursework? Q 9: What is the usual amount of time given for Reasonable Adjustments?

20. FEEDBACK Q10 Q 10: What is the timeframe for students to receive feedback ? - Coursework - Examinations