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Personal Development Plans (PDPs)

Personal Development Plans (PDPs). Subject-specific PDPs in Economics. Background. QAA recommends that HE institutions develop a progress file consisting of two main elements: Transcript “A means by which students can monitor, build and reflect on their personal development”

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Personal Development Plans (PDPs)

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  1. Personal Development Plans (PDPs) Subject-specific PDPs in Economics

  2. Background • QAA recommends that HE institutions develop a progress file consisting of two main elements: • Transcript • “A means by which students can monitor, build and reflect on their personal development” • The opportunities for PDP in student programmes will be made clear in the programme specification and through any other means the institution considers appropriate • PDP originally to be in place by 2005/6: now to be fully operational within 5 years from 2005/6

  3. QAA Requirements On completion of their programme, students will have: • participated in PDP in a range of learning contexts at each stage or level of their programme; • demonstrated that they can access and use the aids and tools provided by the institution to help them reflect upon their own learning and achievements and to plan for their own personal, educational and career development; • with support, created their own learning records containing information on the qualities and skills they can evidence which can be drawn upon when applying for a job or further study.

  4. QAA Views • PDP is likely to be most effective when it is • a mainstream academic activity • linked to the learning objectives/outcomes of programmes • undertaken regularly • supported and valued by staff • supported by institutional structures, resources and expertise • owned by the learner • seen to be valued by society (e.g. employers)

  5. PDP: three Aspects • Reporting • on Progress in • achieving targets • End products • Progress reports • Progress files • Monitoring • Progress in • achieving targets • Activities • Recording • Reflecting • Planning • Discussing • Accounting for Creating an inventory of Targets for the student Focus - Personal - Career - Academic - Skills

  6. PDPs in Economics • What are the implications for: • curriculum? • teaching/assessment methods? • Philosophy of PDPs • encouraging reflective learning • making degrees more vocational? • subject / module specific PDPs? • Resistance by students to PDPs?

  7. Module PDP at UWE All units are constructed using an Excel spreadsheet. There are 6 worksheets in each unit. • Introduction • This sets the scene and locates the topic in the overall syllabus • Learning objectives (L/obj) • Up to 12 learning objectives are devised for each topic and students are invited to evaluate and rate (1= fairly weak to 5 = good) their ability in each learning objective.

  8. Module PDP at UWE • Multiple-choice questions • There can be up to 60 multiple choice questions. All questions are ‘batched’ according to the learning objective being evaluated. • Data response questions • There can be up to 15 questions and are based on the kind of calculation questions used in an exam or a workshop. Where appropriate students can manipulate an equation to alter the lines and curves found in the question’s diagram.

  9. Module PDP at UWE • Essay planning task • Here students are invited to draw up a rough answer plan to a typical exam style question and compare it to what the tutor thinks would make for a good answer • Summary sheet • Here the student’s ‘score’ in the self-test questions are revealed, enabling them to compare it to their self-rated ‘score’ per learning objective. They are then encouraged to offer some general reflection on their abilities in the unit’s topic – setting out any strategies for improvement if the wish to.

  10. Making a start:Teaching & Assessment • Teaching • Identify Key Skills and Discipline Skills already being developed by students in seminars • Draw the students’ attention to these skills (e.g. put footnotes in seminar handouts, etc.) • Assessment • Again, identify Key Skills and Discipline Skills already being evaluated in current coursework. • Amend feedback forms to highlight the skills needed to complete the assignment

  11. Developing theDepartment’s PDP • Incorporate a wider range of relevant skills (generic and specific) and improve the student’s awareness of them • Encourage students to self-evaluate their work prior to hand-in • Start thinking about and developing ‘targets’ that suit you and, your own module (i.e. take control!)

  12. Developing theDepartment’s PDP • Devise new assessments that might involve ‘behavioural targets’ • (e.g. planning and evaluation, group work, problem solving) • Devise new seminar tasks, ones which: • are more closely linked or reliant on key skills and discipline skills • encourage students to review and organise their learning (to date) • encourage greater self-evaluation • Design a process that is semi-automatic?

  13. Discussion • Examine 3 documents • Section 5 of Bioscience audit • Skills from Economics benchmarking statement • Extract from Careers benchmarking statement • Individually consider ways in which skills can be integrated into a particular module or unit • In small groups consider amendments to one particular module chosen by the group • Plenary

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