It seems to me, Sue, that you might offer a selection of John and
Ian's items (2-6) to allow for different kinds of learners :).
I would be very interested to see the outcome.
Ruth
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of John Peters
Sent: 03 January 2012 17:56
To: [log in to unmask]
Subject: Re: A tricky assessment challenge
Hi Sue,
A very interesting idea but the questions suggest trying to squeeze an
innovative, immersive, learning experience into a very traditional
assessment framework. Why not sidestep such concerns in one of these
ways:
1. Give a certificate on the basis of attendance - on the basis that
you have faith that the immersive learning you are providing will
result in sometime meaningful. Maybe call it the Exeter Award!
2. Let them go to Glastonbury or a summer job as an alternative
immersive learning experience - as long as they produce a video report
setting out how these activities have developed their graduate skills.
3. Set the group the 'problem' of assessing their learning - let them
propose and implement their own criteria and assessment.
4. Set them the task of producing/doing something other students will
find useful/helpful - and have their colleagues peer assess.
5. Get them doing something useful for the community and allow their
end-users to award a pass or fail.
6. Let them self-assess: do they think they have done something that
is useful to their studies? If you want to, get them to make a 60
second pitch to you, maybe via YouTube. Great marketing material
afterwards too!
7. Or, failing those, have a look at: Barbara Leigh Smith and John
McCann, eds. 2001, Interdisciplinary Education, Collaborative
Learning, and Experimentation in Higher Education. Bolton, MA: Anker
Publishing Co. OR
http://cms.bsu.edu/Academics/CentersandInstitutes/VirginiaBallCenter.a
spx OR
http://www.questu.ca/academics/concentration_program/the_question.php
Most of these could carry credit at level 5 if that's really required
- though probably pass/fail rather than the whole degree
classification range - but it might be nice if we were seen to be
promoting learning without always having to nail it to the credit
framework. Your immersive two weeks sounds great, please can we have
an update later in the planning?!
cheers
John & Ian
Drs John Peters & Ian Scott
Academic Development and Practice
University of Worcester
01905 855506
-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development
Association [mailto:[log in to unmask]] On Behalf Of Burkill, Sue
Sent: 03 January 2012 15:35
To: [log in to unmask]
Subject: A tricky assessment challenge
Dear Colleagues
At Exeter we are planning to run a two week intensive end of year
(May) event for our first year students in 2013. This has been
'decided' and the event will be 'mandatory'. So now we need to make it
pedagogically sound, really attractive and worth staying for.
There will be a 'pot pourri' of opportunities for skills/employability
development and a/some big social event(s) run by the Student Guild.
However, the backbone will be an intensive cross curricula and
integrative learning event - it may be based on one theme or a range
of diverse themes provided by teams of staff. It will be launched with
big name speakers. Students will have taster sessions in January and
will make choices. We imagine about fifty academics and lots of PGR
students will be involved in the event each year (workload models are
under discussion) and students will work in groups of about 25 to
address a problem/issue which will unravel over the two weeks. There
will be an events manager to co-ordinate all this (probably the sort
of person who co-ordinates a major two week sporting event like
Wimbledon!). There will also be a curriculum and assessment
co-ordinator to support the process.
The key issue (for me) is whether to assess or not. Without assessment
I can see the students will all escape to Glastonbury, summer jobs
etc.
There is nothing I can find on the web (US, Australasia or UK based)
after an extensive search about providing an assignment based on
intensive learning activities after examinations in the summer for
which the grades count towards second year credits (too late for first
year exam boards).
So these are the questions:
1. Has anyone ever tried, written about or heard of assessment
which runs at the end of year 1 and counts for credit in year 2? If so
please can I have a link or name?
2. Are there any reasons why we should not use an assignment
which starts in one year and goes into the next? What would the QAA
say? Are there level based criteria implications? (our Dean for
Taught Programmes seems very uneasy but I cannot see why it should be
impossible can you?)
3. Bearing in mind that staff are keen to avoid 'extra' marking etc
what might be a 'work light' assessment approach? (Therefore,
portfolios are not really an option, but what might work?)
This will all contribute towards a case study for the PASS project
which Exeter is contributing to. If you are interested in the idea of
programme level assessment have a look at the project website at
http://www.pass.brad.ac.uk/
Best wishes for a Happy New Year.
Sue
Sue Burkill
Head of Education Enhancement
University of Exeter
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