A frequently cited aim within Higher Education is to develop independent and life-long learners. Yet, the assessment processes that we use are more likely to create dependent learners. They become dependent on us to make all the decisions around what will be assessed, when and how the assessment will happen and wait for us to provide feedback on the outcomes. Important skills of life-long learners are that such learners are able to assess and regulate their own learning. A key concern within assessment circles in higher education is how to move from our current practice which tends to encourage dependency to a practice that supports the development of independent and life-long learners?
Held in Semester 1 2017/2018., this series explored some of the options available. The following are details of the sessions held together with links, where possible, to the relevant resources and recordings:
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Week No. |
Date |
Title & Descriptor |
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4 |
Wednesday, 4th October 2017 |
Models that develop independent learners This session explored staff attitudes towards assessment. The session focused on presenting an overview of assessment models that encourage, support and develop independence, self-regulation, etc. Components of these models were then explored in detail in later sessions. |
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Thursday, 5th October 2017 |
Technology Enhanced Learning: Using Social Learning Applications to Engage Learners Online Looking at some common misconceptions surrounding social learning and how applications such as Slack, Google Communities, Twitter and Facebook can have a place in learning and peer assessment. Facilitated by the Department of Technology Enhanced Learning |
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5 |
Wednesday, 11th October 2017 |
Developing and sharing assessment criteria and standards If our learners are to become more independent and develop the capacity to assess their own learning they must know what the assessment criteria and standards are. This session presented different types of assessment rubrics. Examples of different rubrics or marking sheets were presented so that these can be critiqued, and good practice identified. |
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Friday, 13th October 2017 |
Technology Enhanced Learning: How in-class assessment applications can be used to reinforce understanding How in-class assessment tools such as Q&A or polling can be used to quickly gauge understanding of an assessment brief. Also providing time outside of the classroom for students to feedback on the assessment. |
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6 |
Wednesday, 18th October 2017 |
Developing understanding via assessment exemplars While presenting learners with the assessment criteria and standards is good practice - they don’t necessarily result in learners developing a good understanding of the criteria and standard. This session explores the importance of dialogue around assessment and how a shared understanding of assessment requirements can be developed by applying rubrics to exemplars. |
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Thursday, 19th October 2017 |
Technology Enhanced Learning: Engaging Learners Through Gamified Learning Applications Looking at how gamification can encourage learners to engage more deeply and improve their learning behavioural patterns. |
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07 |
Wednesday, 25th October 2017 |
What does good quality feedback look like? Quality feedback (i) recognises what is good (ii) identifies limitations and (iii) suggests how the work could be improved. Shifting feedback responsibility from instructors to learners. Self-assessment & peer-assessment |
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Thursday, 29th October 2017 |
Technology Enhanced Learning: Enhancing assessment, submission and feedback using rich media applications Using rich media applications to feed back into the assessment using audio and/or video. |
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8 |
Wednesday, 1st November 2017 |
Engaging students with assessment & feedback Instructors often state that they provide lots of feedback but to little effect. This session will explore some of the reasons why this may happen and outline options for engaging students with assessment and feedback. In particular, providing choice, opportunities to apply feedback and cultivating trust are all known to encourage students to engage with the assessment processes. |
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Thursday, 2nd November 2017 |
Technology Enhanced Learning: Micro credentials - the do’s and don’ts How digital badges are changing the way students evidence their learning. |
