Developing good practice……. Workshops to embed the principles
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Transcript of Developing good practice……. Workshops to embed the principles
Developing good practice…….Workshops to embed the principles into the assessment process and accessible grading criteria for all students
In 2012, the University separated the mandatory aspects of the UH Academic Regulations for Undergraduate and Taught Postgraduate Programmes from the Assessment-for-Learning Principles. The mandatory aspects have been incorporated into UPR AS12 whilst guidance aspects have been developed to guide staff and support student learning and assessment.
ITEAM Team: Jon Alltree, Julie Vuolo, Janet Webber, Francesca Entwistle, Liz Gormley-Fleming, Fang Lou, Theo Tsangaris
Integrating Technology Enhanced Assessment MethodsAssessment-for-Learning Principles
UH Assessment-for-Learning Principles 2012These principles suggest that good practice in Assessment-for-Learning: 1. Engages students with the assessment criteria2. Supports personalised learning3. Ensures feedback leads to improvement4. Focuses on student development5. Stimulates dialogue6.Considers student and staff effort
2. “I take opportunities to let my lecturer know the
areas I would like feedback
on, including strengths and weaknesses”
3.“I recognise the
many w
ays that
feedback is presented
to me about m
y work
and my learning.”
6. “I put all my
assessment deadlines in
a diary so that I am
aware of my workload”.
4.“When needed, I seek
opportunities to discuss
assessment with other
members of staff “
1.“I link any feedback I receive to the
original assessment criteria to support
my future learning.”
Student feedback………Good assessment creates good educational
experiences, sets out high expectations, fosters appropriate study behaviours and stimulates students’ inquisitiveness, motivation and interest for learning.
5. “I
take
ever
y
oppo
rtunit
y to
cont
ribut
e to
grou
p and
clas
s
discu
ssion
s”
Grading criteria are used to differentiate between student performance and provide a general description of the standard required.
To support consistency across the University, the LTI have worked to develop an example of good practice. The top level principles for grading criteria have been explored with reference to; Bloom’s taxonomy, the SEEC level descriptors and examples of good practice elsewhere in the sector. The criteria have been mapped to ensure the language/adjectives are consistent with university grade descriptors. UH URP 14 (D.1).
The final exemplars will be available on StudyNet for 2013/14 and are a guide for Schools and Departments to formulate their own subject/assessment specific criteria as required ready to upload for students…..