PMnetwork for Excellence in Learning & Teaching Third Workshop – Assessment – When, Why and How

1. PMnetwork for Excellence in Learning & TeachingThird Workshop – Assessment – When, Why and How The University of Leeds

2. Workshop 3

3. Background 3 Conferences – Time, Reflections, Rhythm IJPM 26(3) 2008 Bid to BMAF The Team

4. The Network Objectives of the PMnetwork Identify participants Do something … e.g. Create an External Examiners Group Distribute that something

5. So far … Workshop 1: Lancaster University 7th April 08, Workshop 2: Aston University 4 July 08 HEA Conference in Edinburgh Papers at MPC4, Euram Emergent ideas/outputs: website, guest lecture group, findings from Workshop 1, findings from Workshop 2

6. Future Workshops Salford – 19 June – Professionalism Bournemouth – 18 September – Modes of Learning Lille??? Middlesex??? - Early 2010

7. Key Findings from Workshops 1 & 2 Denise Bower

8. Workshop 1 • 3 questions: • What needs rethinking? • How do we make that happen? • What does it mean for me? • Group feedback and individual forms

9. What needs rethinking? • Group responses: • Relationship with professional bodies • Reality, complexity, uncertainty, people, enquiry based • What a PM really does – then work out how to teach it! (especially craft …) • WISDOM (content, profession, personal reflection)

10. Workshop 2 • Share your story • Spectrum? (short case, long case, verbal, dvd, role play, placement …) • Evaluate against competency, apprentice to master, knowledge and craft • In other words which types of story best fit each aspect? Themes emerging? Best practice to share?

11. Collaborative Self and Peer Evaluation for Learning Colston Sanger Faculty of Business, Computing and Information Management London South Bank University sangerc@lsbu.ac.uk

12. The abstract You know all about assessment oflearning, as well as formative assessment forlearning … But what about assessment aslearning – what I prefer to call ‘collaborative evaluation’? I

13. Some clarifications Formative assessment – in-process learning Summative assessment – for certification or professional accreditation Assessment as learning Assessment is when the learning happens Developing students’ capabilities as lifelong learners Boud and Falchikov (2006) Raine and Rubienska (2008) Learning as the new work

14. Why ‘collaborative evaluation’? My focus is on the development of students’ awareness and critical judgement of multi-stakeholder perspectives Particularly where evaluative criteria are emergent rather than given I’m not so concerned with the tangible artefacts of learning A key aspect of ‘graduateness’ and future employability And of the art of managing projects as an an iterative, incremental process of learning what is required and what can be achieved

15. The structure of this talk I will describe how I have introduced collaborative evaluation at every conceivable opportunity in the Managing Projects MBAelective I teach at London South Bank Results to date What I would like to do next Questions – and discussion over coffee

16. The context Disappointing quality of some student assignments Looking for ways of increasing student engagement and hence achievement Fortuitously, the opportunity to take up a faculty L&T fellowship

17. What I did If evaluation is when the learning happens, then let’s do it as often as possible Opportunities for evaluation: Learning agreements Check-in Self and peer collaborative evaluation of in-class group activity Group presentations Class and unit (module) review Self-assessment of individual work-based assignment

18. MBA-M-111 Managing Projects What particularly do you want to gain from this unit? How do you propose to go about it? What work-based or other live project do you have in mind for your individual assignment? What additional help or resources might you need? – e.g., what support or resources can you call upon at work? How will you know when you’re done? – e.g., what are your success criteria? Then what? Learning agreement Professional objectives Personal aspirations Every student comes with a live person attached, with aspirations and hopes of a better world …

19. What have you learned about managing projects since last time? In other MBA units? In other informal contexts? Check-in review

20. In-class group assignment

21. A summer ski jump festival

22. Collaborative evaluation of in-class group activity Naturalised as a project progress review

23. Group presentations

24. Class and unit review As a project retrospective

25. Unit review

26. Work-based assignment Self-assessment XXXXXXXXXXXXXXXXXXXXXXXX XXXXXXXXXX XXXXXXXXXXXXX

27. Results ‘You treated us with respect and as adults. You listened to us and directed us well. Your seminar format was very refreshing.’ ‘I enjoyed your different approach, particularly the "around the table discussions".’ ‘The three months we spent doing your sessions were a lift to my career.’

28. What I would like to do next Live, work-based individual assignments Examples: Track renewal at Clapham Junction Website design for a start-up electronics company – with results that far exceeded expectations A fundraiser for a sports club – raised £600 Question: how could stakeholders in those live projects contribute to their academic summative assessment? How could it work in practice?

29. What I would like to do next – contd. If units really were projects … With outcomes that are emergent … And assessment criteria open to negotiation between stakeholders, e.g., self, peer, tutor, the university and external stakeholders … How could that work in practice?

30. Questions, discussion What do you do? What else could you do?

31. References Boud, D and Falchikov, N (2006), ‘Aligning assessment with long-term learning’, Assessment & Evaluation in Higher Education, Vol. 31, No.4, pp.399-413 Raine, JW and Rubienska, A (2008), ‘The art and dilemmas of assessment’, International Journal of Public Sector Management, Vol.21, No.4, pp.417-437

32. The Rhythm of Learning(assessment)

33. Factors that influence rhythms

34. What are the rhythms?

35. What are the rhythms?

36. What are the rhythms?Harvest festival

37. What are the rhythms? • William Caxton 1422 – 1492 • First book printed in English -The Recuyell of the Histories of Troy 1471 • Second book - The game of chess

38. What are the rhythms?Technology • William Caxton 1422 – 1492 • First book printed in English -The Recuyell of the Histories of Troy 1471 • Second book - The game of chess

39. What are the rhythms?Technology • William Caxton …the comyn terms that be dayli used ben lyghter to be understonde than the olde and auncyent englysshe.

40. What are the rhythms?

41. What are the rhythms?

42. What are the rhythms?(Technology)

43. What are the rhythms?(Technology and systems)

44. What are the rhythms?

45. What are the rhythms?Government

46. What are the rhythms?Government • First degree granting Univ 859 Morocco • Paris 1150 and Bologna 1088 (more later) • Winchester College 1382 • Eton College founded Henry vi 1440 • 1400 Wandering Bards and minstrels • 19c State education • 1810 London Mechanics Institute (Birkbeck) • 1840 University extension • 1870 First education act

47. What are the rhythms?Salt Curve

48. What are the rhythms?Salt Curve

49. What are the rhythms?Salt Curve

50. What are the rhythms?Wheels