Blog Archives

LD@3 weekly programme


Here is the weekly programme for LD@3 for next week (w/c 6 April):
Monday, 6 April (3-4pm BST):Cathy Malone, Charlotte Coleman, David Busby Supporting student study circleshttps://meet.google.com/gcm-qiuc-wsw?hs=122

Tuesday, 7 April (3-4pm BST):ALDinHE Steering Group (chaired by Kate Coulson)Annual General Meetinghttps://meet.google.com/wzi-rqvg-dne?hs=122

Wednesday, 8 April (3-4pm BST):
Mark Dawson Nevermind the ‘buzz’ quiz https://meet.google.com/xfz-nxqo-rww?hs=122


and this weeks finale – we launched our assessment and feedback toolkit at the ALDinHE conference 2019. Here is the link to the webpage and last years presentations Direct link to the Assessment and Feedback toolkit

Informed by the conclusion of Ball et al (2012 p8) that assessment practice in most universities has not kept pace with other far-reaching changes in HE and that “a radical rethink of assessment practices and regulations” and a “holistic and proactive approach” is required, the Centre for Excellence in Learning at BU (now FLIE) implemented an evidence-based vision involving radical change to institution-wide assessment policy. By using a collaborative and partnership approach the development of key resources in the form of an Assessment & Feedback Toolkit was made possible. The principles-based and evidence-based strategy focused on a rebalancing of summative and formative assessment tasks; a broader menu of assessment types; and the promotion of technology-enhanced learning strategies facilitated by a new VLE. The CEL team drew on leadership strategies set out in Quinney et al (2017) and invited large-scale engagement through Faculty Fiestas and external events (Quinney et al 2018) to critically inform the process.

Building on the success of the TEL Toolkit (Biggins et al 2017) an online Assessment & Feedback Toolkit was developed to support the changes. We will share critical reflections on our approach to enable others to undertake a similar institution-wide approach to bring about clear benefits for staff and students. The Toolkit includes resources for formative assessment activities; assessment literacy strategies and has help, guidance and suggestions for planning assessments.

The development team:
Professor Debbie Holley, (former head of CEL) Anne Quinney (assessment and Feedback Theme leader (pictured); Learning Technologist Vince Clark, sincere thanks to BU Visiting Professor Dai Hounsell for his advice and guidance.


Informed by the conclusion of Ball et al (2012 p8) that assessment practice in most universities has not kept pace with other far-reaching changes in HE and that “a radical rethink of assessment practices and regulations” and a “holistic and proactive approach” is required, the Centre for Excellence in Learning (CEL) at Bournemouth University bravely took up this large-scale challenge. Presenting at the Southampton Solent Community Teaching Conference last year, we thank the participants in our workshop for their insights.

Implementing this vision involved addressing both global and local dimensions of assessment in higher education (Hounsell & Zou 2017). The approach combined radical change to institution-wide assessment policy based on assessment for learning principles (Sambell 2011), and emphased partnership and collaboration in the developing the Toolkit as an Open Educational Resource. The principles-based and evidence-based strategy focused on rebalancing summative and formative assessment tasks; a broader menu of assessment types; and promoting technology-enhanced learning strategies facilitated by a new VLE.  The team drew on tested leadership strategies  (Quinney et al 2017) and invited large-scale engagement through internal and external events to critically inform the process, supported by the expertise of Dai Hounsell, Visiting Professor.   We shared critical reflections on our approach and discuss considerations for toolkit design and construction.

l-r Dr Curie Scott, Prof Dai Hounsell, Anne Quinney, Prof Debbie Holley

Ball et al 2012. A marked improvement: transforming assessment in higher education. York: HEA

Hounsell D and Zou T. 2017. Surfacing and sharing advances in assessment: a communities of practice approach. In: Carless C, Bridges SM, Chan CKY and Glofcheski R (eds) Scaling up assessment for learning in higher education. Singapore: Springer . pp33-48

Quinney A, Lamont C, Biggins D and Holley D. 2017. Optimising disruptive approaches: extending academic roles and identities in higher education. Journal of Learning Development in Higher Education Issue 10

Sambell K. 2011.Rethinking feedback in higher education: an assessment for learning perspective. Escalate. University of Bristol.

Above: The BU team at Solent: Dr Curie Scott,Prof Dai Hounsell, Anne Quinney and Professor Debbie Holley

Ideas for assessment and feedback


thanks to Anne Quinney,Assessment and Feedback Theme Leader,
FLIE , Bournemouth University for the original post

(1) The University of Leeds has published a compendium of assessment types which includes student perspectives.

https://teachingexcellence.leeds.ac.uk/wp-content/uploads/sites/89/2018/10/PUGHcompendiumcomplete.pdf

(2) JISC has recently published a report on the future of assessment – setting out five principles and 5 targets for 2025.

http://repository.jisc.ac.uk/7733/1/the-future-of-assessment-report.pdf

The 5 principles are:

• Authentic assessment
• Accessible assessment
• Appropriately automated assessment
• Continuous assessment and
• Secure assessment

(3) Leaflet on promoting assessment literacy – available on the Assessment and Feedback Toolkit website

LD@3


Join members of the Association for Learning Development in Higher Education daily at 3pm! Our wonderful conference go cancelled, and we wanted to share some of the sessions

Here is the schedule up to Easter , all links available via the ALDinHE website

ALDinHE is committed to representing and supporting all those working in the field of Learning Development in the UK.

We aim to cultivate a community of practice, promote discussion and ideas exchange, and further the professional development of our members by offering training opportunities and quality assurance.

We have two aims:

  • To represent professionals employed in the field of Learning Development in Higher Education, primarily in the UK and Ireland, and those with an active interest in the field;  
  • To promote discussion about effective models for Learning Development (LD), cultivate a community of practice and act as a support network for the general professional development of staff involved with LD.  

 And we are guided by five values:

  • Working alongside students to make sense of and get the most out of HE learning
  • Making HE inclusive through emancipatory practice, partnership working and collaboration
  • Adopting and sharing effective Learning Development practice with (and external to) our own institutions
  • Critical self-reflection, on-going learning and a commitment to professional development
  • Commitment to a scholarly approach and research related to Learning Development.

These emerged from our Learning Development Manifesto.