sort-of-connected to Len's robust analysis, I would add to the list the idea of reflective commentaries to explain how and why a more traditional assessment task was undertaken - especially where the commentaries are 'worth' as much or more (in credit terms) as the more traditional element, and where formative feedback is given mainly on the reflection - additionally, the 'novelty' of this kind of assessment may be more palatable to more traditionally-minded teachers because it accompanies rather than replaces the known and thus comfortable (to markers!) essay - this has been my experience, on a very small scale, here at Portsmouth
Martin Hampton
>>> Sandra Sinfield <[log in to unmask]> 17/02/2009 14:17 >>>
Dear All,
*** APOLOGIES for long email ***
I have been asked to present to Department staff next week on
alternative assessment modes - to move away from the traditional exam,
even away from the essay.
I need your help by Thursday AM at the latest.
I have prepared a power point - attached - to support the session:
If exams:
* Teach memory & learning as subject content
* Set the production, presentation & evaluation of revision materials
(for another module) - as an assessment
* Set the production, presentation & evaluation of learning & teaching
materials (for next year's module) - as an assessment
If writing:
* support write to learn
* teach notemaking & reading...
Visual:
* reflective log in art medium & analysed
* reflective log as patchwork piece/overalls (Thanks - Pauline Ridley!)
* build and critique a website
* write and critique a newsletter
EBL:
* identify problems for students to solve - including the problem of
researching & teaching the module...
-------------------------------
Are there other great alternatives out there that I have forgotten - or
that I do not know?
Please share!
with thanks,
Sandra
--
Sandra Sinfield
University Teaching Fellow
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Coordinator LDU & LearnHigher CETL www.learnhigher.ac.uk
LC-M10 London Metropolitan University, 236-250 Holloway Road, N7 6PP.
(020) 7 133 4045
www.londonmet.ac.uk/ldu
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