Getting passionate about learning: Assessment for Learning at Northumbria

1. Getting passionate about learning: Assessment for Learning at Northumbria Catherine Montgomery Liz McDowell Centre for Excellence in Teaching and Learning, AfL Northumbria University Centre for Excellence in Teaching & Learning Assessment for Learning

2. Assessment for Learning

3. The research • A multi-site case study across Engineering, Education, Psychology and English • Multiple methods of data collection: interview, observation, reflective conversations and interactive dialogue in context • This paper: snapshot of four case studies

4. Case 1: English Literature Literary theory module (100 students; Year 2) AfL approaches included: Summative assessment divided into smaller tasks followed by tutor feedback Students were required to respond to the feedback in their reflective commentaries Seminar discussions closely linked to assessment tasks

5. Developing independence and confidence Students developed their confidence in their own views and in their academic subject ‘I like the different ways of interpreting texts. It’s also good for my other modules as well. It makes you think differently rather than just reading up on the author… and it’s looking at your way of interpreting it rather than following the way your teachers in the past have told you what to… it gives you more independence’

6. Case 2: Childhood Studies Key theory module on Joint Honours in HCES (110 students; Year 1) AfL approaches included Interactive lectures that aimed to promote dialogue; students views taken up as ‘theory’ and recorded on Bb Experience- based and enquiry-based learning approaches Composition of small-group texts that contributed to final assessment

7. Dynamic and developmental Appreciation of and interest in other students’ views heightened students’ engagement with the theory and ideas of the module. Enabled a view of theory as ‘fluid’: ‘you thought it was just a stale, not a fluid subject. So I found the whole enlightenment thing really interesting when we had to interview someone. I took my partner and his answers were exactly what I would have said before doing the course, and it’s fascinating to look back on how you do actually change’

8. Case 3: Engineering Communication Systems (35 students; Year 2) AfL approaches included Students engaged in ‘authentic’ task to design a communication system Group work and presentation are integrated into the summative assessment Students engage in guided peer review and feedback

9. Learning situated in an informal context Emphasis on collaboration and group work engaged students in learning beyond the ‘classroom’, providing more time to ‘think around’ the ideas: ‘[understanding the ideas] happens in class, although I would say it happens much more informally. If we are at lunch or when we are at home we’ll chat over the internet about the day’s work or whatever. I think it’s much more outside… because you’ve got time to mull over what you’ve learned on the material, all the different areas of that’

10. Case 4: English Language Language, culture and communication (65 students; year 1). AfL approaches included: Negotiated titles for summative assessment Formative tasks built up texts to contribute to summative assessment Poster sessions Feedback on drafts before final submission

11. Element of choice is engaging Students found their freedom to choose a topic at this early stage motivating and interesting. They engaged with ideas and could have a ‘different take’: ‘We could write what we wanted so it gets you interested in different parts of it, but if you read certain stuff that might not be covered in the lessons you could just go and write about it anyway. It doesn’t matte if you’re writing in the same area because everyone has got a different take on it. [And] you can pick you] you can pick the area you’re best at’

12. AfL also operates at the intersection of many ‘systems’ Complex interplay of university policies and systems Campaigns to combat plagiarism vs emphasis on collaboration: ‘Everyone is scared about plagiarism so after all the input about plagiarism it’s difficult for people to work together, or for some people to’

13. To conclude • Case studies suggest that AfL has a distinctive impact that is recognised by staff and students • AfL promotes a contextualised understanding of theory through the process of collaborative assessment tasks • Formative assessment can engage students and help them to see the meaning and benefit of tasks set • Dialogue around teaching, learning and assessment enables supportive learning communities to develop, building links between the classroom and the social and cultural context of the student beyond university walls