Dear Peter el al
Adding to this debate, I would like to present the view our university
has adopted: that students (and indeed staff) do not seriously engage
with PDP unless it is an accredited and assessed part of the curriculum.
We have core modules which integrate Personal, Professional and
Academic Development in most subject fields at Levels 1 and 2, and are
currently developing career-related elements linked to the final year
project or dissertation.
Having said we do assess, we make a big thing of formative assessment
(using feedback to improve and feed-forward) and ipsative assessment
(the distance travelled or value added, which allows students to see how
they have improved against their own starting points). In general we
are trying to effect a culture change where we don't only assess for
competence but educate for enhanced confidence, motivation and self
efficacy beliefs. Students are briefed that assessment criteria will be
based on how authentic, evidenced and honest their self appraisals are,
so they are encouraged to critically assess their strengths and
limitations, back their claims with examples, and identify what skills
and attributes they will need to improve, with an action plan for doing
so.
We will be monitoring and evaluating our approaches as we further
implement this model (under our CETL) - so watch this space! Meanwhile,
all good wishes to those wrestling with this challenging area
Arti Kumar
Senior Careers Adviser/PDP Coordinator
University of Luton
>>> [log in to unmask] 21/02/2005 18:33:37 >>>
Dear Peter
I am involved in a similar task to your own except our planning phase
was
four years ago and we are now into the third year of a four year
undergrad B
Ed (Hons). I have based our work on the transferable or core skills
(values
and dispositions!) obtained through the experience of Higher Education.
I
too follow your progression towards employment/employability - for us
in
Year 4 that we are designing at this time.
There is an introduction, 4 sections on different aspects of student
learning and a section in each for students to enter their own
reflections.
Please check out our website - [log in to unmask]
access as Guest 2 .
I would value your response. In our case, we have made the PDP belongs
to
the student who may choose to use part/all of it as a focus for
discussion
with relevant members of staff but has overall charge of the contents
and
the use made of them. It is not assessed as we feel as soon as their is
an
intended audience, it loses its honesty. Also we assess sufficiently
(if not
too much!!!) and that is represented in the Transcript. So why add
to
that aspect of our impact on the students and detract from its value
to the
student in both ongoing reflection of growth and development and
selected
use for other audiences?
Liz Cullen
Senior University Teacher
University of Glasgow
----- Original Message -----
From: "Peter John Lumsden" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Friday, February 18, 2005 4:10 PM
Subject: Re: PDP-UK Issue 2 - upgrade
> Thanks for this Rob - I'm attaching something which may be of
interest -
> and might even be somehting whcich I could buil don for your next
> newsletter. It's a view of PDP, and 'designing this in', from the
> viewpoint of an academic who is overseeing re-design of a
curriculum.
> What I'e attached is part of a document circulate dto staff engaged
in
> rationalising course provision, and encouraging them to think about
PDP
> and Learning strategies at the same time as thinking of module
titles
> and content.
>
> What I thin we have is a practical system, which generates real
> evidence by the student. One remaining uncertainty is whether the
> resulting 'progress' file should be submitted for formal assessment.
> Wonder if there are strong feelings from those who've gone that
far??
>
> regards
>
> peter Lumsden
>
> Dr Peter Lumsden
>
> Faculty of Science Teaching and
> Learning Coordinator
>
> Department of Environmental Management
> University of Central Lancashire
> Preston
> PR1 2HE
>
> Tel. 01772 893917
>
> email [log in to unmask]
>
>
>
> >>> [log in to unmask] 18/02/2005 13:45:42 >>>
> Dear Colleagues
>
>
>
> Following the circulation of PDP-UK issue 2 we've now been able to
add
> considerably to the contribution from Helen Richardson, and an
updated
> version of this is therefore appended.
>
>
>
> My best wishes
>
>
>
> Rob
>
>
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