Blog Archives

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.


Assessment & Feedback Toolkit: Promoting Assessment Literacy

Photograph shared by Anne Quinney

We have developed an online toolkit to support staff in updating their assessment and feedback practices with the support of Professor Dai Hounsell

This was part of a far-reaching response to the HEA publication by Ball et al (2012 p7) that

“assessment practices in most universities have not kept pace with the vast changes in the context, aims and structure of higher education. They can no longer do justice to the outcomes we expect from a university education in relation to wide-ranging knowledge, skills and employability ” and the HEA recommendation of “a radical rethink of assessment practices and regulations” with a “holistic and proactive approach” (Ball et al 2012 p8).

The material in the Toolkit is evidence-based, builds on best practice in the Higher Education sector, and forms part of a wide-reaching project to radically transform staff and student experiences of assessment. The Toolkit continues to grow as new resources are developed or identified, and FLIE Blog posts alert staff to new materials or key ideas to support the development of assignments for the next academic year.

Other dimensions of the project included the redesign of the university-wide Generic Assessment Criteria with feedback and feedforward statements for each grade-band and level from Level 3 (used in partner colleges), and Levels 4 to 7; a radical re-writing of formal assessment policies; a series of workshops and Masterclasses; a conference on assessment & feedback; individual, team and programme consultations; and input into the PGCert/PGDip/MA Academic Practice. In addition to the online materials, pocket guides for staff on assessment & feedback and on promoting  assessment literacy accompanied the Toolkit. In order to facilitate this complex, multi-layered and inevitably disruptive change we drew on the leadership strategies presented in our journal paper on extending academic roles and identities (Quinney et al 2017) and worked in close collaboration with a stakeholder group, in particular with the Students Union at BU.

We were fortunate to work closely with Visiting Professor Dai Hounsell, internationally known for his work on assessment and feedback in higher education. Dai has developed resources for the Toolkit, shared other resources he has developed (for example the Wise Assessment series of ‘Briefings’ in conjunction with the University of Hong Kong which you can find in the Toolkit) and is able to alert us to projects and publications on assessment and feedback as a result of his global networks.

The team shared aspects of the ongoing work at the ALDinHE conferences in 2018 and 2019

in the form of interactive workshops and would welcome any comments, feedback and additional open access resources to continue to build this valuable resource.

The external  link to the toolkit can be found here https://www.cemp.ac.uk/projects/AFT/index.php

If you would like to learn more about the other dimensions of the work on transforming assessment and feedback at BU please contact Anne Quinney.

If you would like to subscribe to the FLIE blog please follow this link https://microsites.bournemouth.ac.uk/flie/

References

Quinney A, Thompson S, Luce A and Holley D. (2018)  Assessment and Feedback Fiesta: ALDinHE Conference, Leicester University

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

Quinney A,  Thompson S, Luce A and Holley D. 2019. From assessment of learning to assessment for learning; Leading assessment policy change supported by an Assessment & Feedback Toolkit. ALDinHE Conference, Exeter University.

Anne Quinney, Principal Lecturer and University Lead for Assessment & Feedback, FLIE

aquinney@bournemouth.ac.uk

Debbie Holley, Professor of Learning Innovation and National Teaching Fellow

dholley@bournemouth.ac.uk


In the last week, National Teaching Fellows Kay Sambell and Sally Brown have been exploring what kinds of alternative assessments can be used by universities when face-to-face attendance for exams and other assessments isn’t possible.

Professor Sally Brown.
Her work is available at Sally-Brown.net


Sally was very grateful to the #LTHEchat in adding to the work with very helpful comments via Thursday night’s additional tweetchat.

The preliminary guidance note is attached here: Contingency-planning-exploring-rapid-alternatives-to-face-to-face-assessment-w.docx (129 downloads)


Students have not had an easy year, with recruitment fears as they joined our Universities over the impact of Brexit; staff taking industrial action on an unprecedented level, and now Universities closing down, changing study patterns as the Covid-19 virus sweeps through. Responsible educators now need to plan ahead, ensuring that our students have robust, transparent and equitable assessment processes that enable successful progression and exit qualifications. 

Corona Virus as being modelled in one of our lectures

The challenge is:

How can our rapidly approaching assessments be fair and equitable to all, yet maintaining the quality of our degrees, and meeting the standards demanded by professional bodies and future employers?

Those of us advocating strongly for the ‘digital approach’, will already have the  skills to move learning online, to embrace and encompass digital making, align our courses with online digital pedagogies and can work with our learners to motivate and even inspire those we lead through their brave new learning journeys.  Institutions need to start realising the huge potential of our Virtual Learning Environments (VLEs), and move from transmissive ways of working – the VLE as repository, to the VLE of inspirational and critical pedagogy. read more in my article in WONKHE today…