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Tim McLernon

CHEP Annual Conference: Student Engagement 24th January 2013 Theme: - Student Engagement: a catalyst for transformative change. Tim McLernon Title : Congruent assessment and feedback that satisfies educators and students in higher education . AN HEA SUPPORTED PROJECT

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Tim McLernon

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  1. CHEP Annual Conference: Student Engagement24th January 2013Theme: - Student Engagement: a catalyst for transformative change Tim McLernon Title: Congruent assessment and feedback that satisfies educators and students in higher education. AN HEA SUPPORTED PROJECT Faculty of Art Design & Built Environment School of the Built Environment, University of Ulster

  2. Assessment shapes Learning…

  3. AIM • The aim of this study is…

  4. The Study will explore… • Underlying hypothesis… • A thesis that… • too much formal assessment and feedback. • more informal assessment and feedback would enhance learning.

  5. National Student Survey • Students influencing policy?! • Are the questions valid for the student discourse

  6. Extraneous uses of assessment • KIS • WIS • League Tables • Choosing a University • etc

  7. University

  8. OUTPUT • From findings

  9. FIVEKEY QUESTIONS: • What is assessment for? • How much? • What sort? • When? • What constitutes feedback?

  10. METHODOLOGY 1 • Literature Review –

  11. METHODOLOGY 1 • Literature Review – some initial findings. • Two different discourses used by academics and students respectively • Academics concerned with understanding feedback. Students not concerned with understanding feedback.

  12. METHODOLOGY 2 • Focus groups with students • How they study • What study activities • Focus on assessment • What feedback • What they do with feedback • What they recognise as feedback • etc

  13. METHODOLOGY 3 • Semi-structured interviews with students • How do you learn? • Do you learn from assessment? • How do you prepare for assesment? • How do you know what to do? • Do you consider previous feedback? • Etc.

  14. YEAR GROUPS Blah! Blah! Blah!

  15. Samples of assessment activities • Explored • Evaluated • Exam papers • Coursework & Briefs • Assessment criteria • Marking Schemes

  16. Exam Questions ask students to: • - Discuss • - Explain • - Compare • - Describe • - Contrast • - Evaluate • Student Answers consist of: • - Bullet point answers • - Facts only • - Little discourse • - Careless grammar • - Careless punctuation

  17. TUTORS More Blah! Blah! Blah!

  18. DISCIPLINES • The organisation of universities is based around disciplines. • The main social framework of universities is discipline based. • HOW MUCH attention do we pay to the pedagogy of discipline. • Patterns of student activity span a continuum from the HEAVILY DIDACTIC (eg Law and Medicine) to PARTICIPATIVE (eg the Creative Arts) • Do you agree?

  19. Clustering of Academic Task Areas in Three Dimensions (From Biglan 1973 – Law added by this author) 4 intellectual clusters: HP SP HA SA

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