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Subject:

Re: Diagnostic assessment for incoming students

From:

Stephen Bostock <[log in to unmask]>

Reply-To:

Stephen Bostock <[log in to unmask]>

Date:

Fri, 12 Oct 2012 19:39:41 +0100

Content-Type:

text/plain

Parts/Attachments:

Parts/Attachments

text/plain (96 lines)

Lynette and Jenny

Don't know if anyone considered this before, but would it be worth
considering which SEDA Specials and Papers are relevant to each PDF award,
and adding them to the named award web pages, as appropriate? E.g. "Have you
considered SEDA Paper XXXX for this programme?"

Might sell a few..

Stephen

Dr Stephen Bostock FHEA NTF SFSEDA
Co-chair of SEDA
Head of the Centre for Learning, Teaching and Assessment, Glyndwr
University, Wrexham
[log in to unmask] is my private email address 

-----Original Message-----
From: Online forum for SEDA, the Staff & Educational Development Association
[mailto:[log in to unmask]] On Behalf Of Phil Cheeseman
Sent: 05 October 2012 10:26
To: [log in to unmask]
Subject: Diagnostic assessment for incoming students

Dear colleagues,

We are exploring options for introducing large scale diagnostic assessment
of incoming undergraduate students. Whilst this occurs in some
curriculum/programme areas, we do not currently offer or require all
students a diagnostic assessment to ascertain whether they have the skills
for successful study at University.

I would be interested to hear about similar schemes in other institutions as
well as your views on the merits of introducing this form of assessment.

As a starter, some of the questions we have been considering include:
1) Should a diagnostic assessment be undertaken by all students or only
those in particular curriculum areas?
2) Would it be appropriate for all students to take the same assessment or
would this need to be tailored to the different requirements of different
curriculum areas?
3) Would the test be optional or compulsory and if compulsory, how would we
ensure all students had completed it?
4) Would it be viewed as a positive undertaking by potential students or
something that might put them off?
5) When would it be undertaken, pre-arrival, on-arrival or within a few
weeks of joining the university?
6) What expectations would be set for students who fell below a certain
level? would they be required to undertake some development activity?
7) Would these students be eligible for additional support, what form would
this take and who would provide it?


Regards and thanks in advance for your input

Phil

Phil Cheeseman
Head of Learning Services
University of Roehampton Library | London | SW15 5SZ
[log in to unmask]<mailto:[log in to unmask]> |
www.roehampton.ac.uk<http://www.roehampton.ac.uk/>
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