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Hi Virna and all,

As per Laura's course, our final module on the PGCert is also a project (technology and innovation module). This year we'd changed the assessment on it however to dissemination outputs instead of the previous project report and presentation. Three smaller assessments spread over the module:
  1. Short lit review on the chosen topic area due after the planning stage, then after the project...
  2. Written short briefing for other academics on the tech/innovation with recommendations
  3. Video case study on their actual project and evaluation of this
We've had great projects in the past, but hardly anyone else hears about them and people don't read the assessment reports, so decided to shift to ways of disseminating innovations as the next step for participants in advancing their T&L practice (worth nothing this module falls outside the HEA accreditation, but aligned with criteria for apprenticeship).

Otherwise, the first two modules' assessments are written reflective pieces and a linked e-portfolio of evidence. The pieces of evidence are directly used within the written piece, hyperlinking to them. This is perhaps more standard though flexible and effectively formative tasks and resources can be created at participants choice to illustrate and authenticate practice. Next year we're labeling a lot of the activities and tasks as 'portfolio tasks', both compulsory (e.g. obs) and suggested activities, which mean they are identified as potentially useful outputs to put in the portfolio. Evidence this year has included videos, shared resources, as well as the usual obs and feedback evidence.

One new formative task this year was a formative lit review in the first module (also partially building up to the summative one mentioned above). Participants chose a theme for development from all their feedback and discussions with tutors/mentor/peers/students and went in search on that topic, with a meeting with the subject librarian as the start. They produced and uploaded to a shared folder a short written piece on 'what they found' then recorded an audio commentary (also building up to the video above) discussing and reflecting on the relevance of what they've found to their own practice. In the following week they read/listened to each others and commented/discussed (google drive/doc comment functions) asynchronously. Some used this as part of their evidence as well (when reflecting on their development or the topic).

Best wishes,

Giles


Dr Giles Martin MSci MEd PhD PGCert ODE SFHEA FSEDA

Programme Leader (Higher Education Practice)

Institute for Education

Bath Spa University

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On Thu, 18 Jul 2019 at 09:51, Laura Minogue <[log in to unmask]> wrote:

Hi all,

 

At St Mary’s the second module of the PGCAP is assessed by an Action Research Project.

This has been an excellent way for staff to research an area of their own practice, reflect on it and identify changes/new strategies moving forward.

It has also been a good introduction to research processes at St Mary’s including the Ethics committee etc.

 

I’d be really interested to hear from anyone else that is using Action Research as a tool on the PGCAP.

 

Best wishes,

Laura

 

 

Laura Minogue

Senior Lecturer in Academic Practice

Centre for Teaching Excellence and Student Success

 

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From: Online forum for SEDA, the Staff & Educational Development Association [mailto:[log in to unmask]] On Behalf Of Karen Clegg
Sent: 17 July 2019 12:47
To: [log in to unmask]
Subject: Re: Examples of 'innovative' assessment (on PGCert)

 

Hi Virna and all,  from my experience I would add to your list:

 

- presentations including reflection and examples about a critical incident or area of practice which they feel less comfortable with (mapped as appropriate to the UKPSF or Vitae Researcher Development Framework (RDF) if they are GTAs

- professional conversations - peer or with an assessor or colleague (as part of a community of practice). This can be used formatively or summatively if used with a criteria (this is the format used in the Academic Professional Apprenticeship Level 7)

- self assessment mapped against their own agreed/negotiated learning outcomes for the programme (we did this on a European Doctoral School last week and it worked really well and gave them ownership of what they wanted to get from the programme and the assessment of how much progress they'd made in 4 days, it worked a treat)

- any kind of 3 Minute Thesis style pitch. It is challenging and requires some pitch training but is incredibly effective. Each candidate has to articulate the value/impact of their practice (research or teaching or citizenship) in 3 minutes in an engaging way

- focussed reflective writing/narrative  

 

 

this is a shameless plug but I can't help but recommend the chapters in our new edited collection on innovative assessment! 

 

looking forward to hearing more suggestions, 

with best wishes

Karen

 


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On Wed, 17 Jul 2019 at 12:24, Virna Rossi <[log in to unmask]> wrote:

Dear colleagues

I would like to put together a list of 'innovative' assessment for my PGCert students, in particular for their last Unit on the programme.

Of course what is an innovation for some institutions, can be usual practice for others. What I mean is assessment which is not the traditional written essay or end-of unit presentation.

 

Some of these assessment activities are part of the current PGCert at Ravensbourne, others are provided as examples for participants to experiment with, in their own teaching:

  1. a personal audit of teaching skills based on self-reflection and peer observation (video or in writing)
  2. an annotated bibliography with an overall reflection of how research informs teaching in your field currently
  3. an action plan for you to develop your own work after experiencing the learning on the programme
  4. concept map or other visual representation of the Unit
  5. vlog/blog
  6. e-portfolio with reflective overarching statement
  7. video essay
  8. photovoice
  9. peer assessed poster presentation
  10. design a game about the unit content for the next cohort
  11. a curated portfolio (end of programme)

And...13. providing the above list to participants as prompts at the start of the final Unit, asking them to write a statement of how they intend to meet the Unit outcomes, for example by selecting the most appropriate assessment activities and provide a rationale for their choice.

 

 

I would be very happy to hear from you regarding other innovative assessments, and I am more than happy to collate responses and redistribute.

 

Kind regards

Virna

 

--

Virna Rossi

 

BA (Hons), PGCert, Master of Teaching, SFHEA

Course Leader

Postgraduate Certificate of Education in Teaching and Learning for Creative Courses

 

 

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