Assessing Personal Transferable Skills and Personal Development Planning
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Transcript of Assessing Personal Transferable Skills and Personal Development Planning
7/27/2019 Assessing Personal Transferable Skills and Personal Development Planning
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Assessing Transferable Skills
Personal Development Planning
David Cole-Hamilton
School of ChemistryUniversity of St. Andrews
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Transferable skills Embeddedin the Curriculum
PostersOral presentations
Essays
Chemical Newspaper
Miniproject
All involve teamwork
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Posters
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Oral Presentations
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Chemical Newspapers
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The Problem
Level 1000 Level 2000 Level 3000 Level 4000 Level 5000
Semester 1 2 1 2 1 2 1 2 1 2
Oral
Presentation
x x x x
Poster xx x
Newspaper x
Essay x x
Mini project x
Semester 2 3 sets of posters 3 sets of Oral presentations
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The Solution
• Hold all poster sessions on the same afternoonwith a reception for staff and all students(lectures the morning of the same day)
• Each activity marked by at least two staff
members• Markers selected from those not involved in
teaching the module
• Only one assessment per staff member
• All staff members do one assessment• Prizes judged by sponsor or other External
person
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Assessment of Group work
(Miniproject)
Assessed Components
Individual Report
Group Report
Group presentation (each individualcontributes)
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Assessment of Group Report
Peer AssessmentCH3441
Miniprojects
Peer Assessment
In carrying out the assessment of the contribution other
members of your group have made to the project, please
assign a mark to each one between 0 (no input) and 4
(did everything). The total marks should add up to 8 if there were 5 members of the group and 6 if there were
4. Fractional marks are acceptable. Do not award a
mark to yourself.
Your Name:
Name of group member Mark
Please return this to me at the presentations on Friday.
Thank you.
David Cole-HamiltonMay 2004.
Peer Assessment is used
to moderate an overall
mark given by two
assessors
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Personal Development Planning
Dr. Fiona Gray
FILTA
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Personal Development Planning
Maintaining a record of the skills developed
during a University Degree
Academic and non-academic
Undergraduate Skills RecordRoyal Society of Chemistry
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Why do Personal development
PlanningIf I ask a student at interview –
“Did you do any group work during your undergraduate degree?”
and they think for a while before saying
“I seem to remember putting a poster together withsome other students in Second year”
I am not impressed.
If they can reply immediately with details of variousactivities, they are much more likely to get the
job
Recruitment Officer, Quintiles, Edinburgh
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Undergraduate Skills Record
Royal Society of Chemistry
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Undergraduate skills record
• Student centred
• Regularly updated
•Read over before interviews etc.
• Covers academic and non-academic
activities
• Paper, on-line and downloadable formatsavailable
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Introduction of USR
Chemistry, St. Andrews
•Funding from FILTA (2002-3)
• Part time employment of Dr. Fiona Gray (2002-5)
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USR 2002-3
Level 3000
(3rd Year)
Semester 1
Individual
discussions
Level 1000
(1st Year)
Semester 2
Individual
discussions
Mentoring
Filled in retrospectively
To enable mentoring
Semester 2
Mentoring
Training
22/3058/64
Fiona Gray
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Nine Key Skills
• Planning and Organisation
• Study Skills
• Handling Information
• Communication Skills• Teamwork
• Scientific / Practical Skills
• Improving Learning and Performance
• Information/Communication Technology
• Problem Solving
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Communication Skills
Rate yourself on your ability to:
• Ask for advice and help from fellow students,lecturers, supervisors
• Present ideas to a range of specialist and non-specialist audiences
• Maintain good lecture / laboratory notes
• Provide written reports on time and of an
appropriate length• Plan and present an oral presentation with
appropriate visual aids
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How it works
Plan and present an oral presentation with appropriate visual aids
Note Comments targets and Plans with evidence to support your scoring
Went on a bit long; rather boring; two people fell asleep in the back rowhalf way through
Development Targets for Phase 2
Arrive on a unicycle, put a bit of juggling in the middle, make a loudnoise every time someone looks like dropping off
Colin Mason suggests cutting out most of the detail and concentrating
on the key points
A I can use this skill very well
B I can use this skill well, but some improvements could be made
C I need to improve this skill
D I need to put in considerable work to develop this skill
E I have not had the opportunity to develop this skill
P h a s e
1
P h a s e
2
P h a s e
3
D
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• Will students take theprocess seriously if itis not compulsory andnot assessed?
• Some students havehad very bad
experiences of PDPat school
(National Record of Achievement)
To Assess or not to Assess…
• Students have saidthey would not fill inthe record honestly if they were to beassessed or had toshow the record tosomeone
• Staff are happy tohelp or look over whathas been written andcomment if invited
For Against
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Showing PDP is worthwhile
• Personal Development planning is for the benefit
of the students
• They need to see it as worthwhile
• Senior students help because they can givepractical examples of where it was important
(Industrial Placement or job interviews)
• A staff member committed to the scheme makesthe scheme work.
• She also picks up other problems early in first
year (e. g. time management)
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Conclusions
• Personal Development Planning helps studentsappreciate the skills they have learnt and whythey have learnt them
• It allows them to check before an interview what
they have done• They will probably not keep a skills record
without encouragement
• Mentoring of junior students by more senior
ones helps show the importance of PDP• A staff member to introduce and monitor PDP
helps greatly.