ESCAPE University of Hertfordshire

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ESCAPE University of Hertfordshire

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1. ESCAPE University of Hertfordshire Mark Russell Project Director Dominic Bygate Project Manager 1

2. Effecting Sustainable Change in Assessment Practice and Experience 2 Project director Mark RussellProject director Mark Russell

3. We know assessment is important …

4. ESCAPE responds to the challenge on a local level Ask -what does good assessment practice look like? Empower individual module teams to nurture and propagate their good practice Plan for sustainability and collateral effects Use technology to support the pedagogy 4

5. What does good Practice in Assessment-for-Learning look like?   …engages students with the assessment criteria …supports personalised learning …ensures feedback leads to improvement …focuses on student development …stimulates dialogue  …considers student and staff effort 5

6. How to empower module teams? 6

7. Appreciative Inquiry Model 7

8. Appreciative Inquiry approach in practice 8

9. Hazel Wagner Advanced Corporate Reporting Level 3 15 credit compulsory module Snapshot of module: student work load driven by deadlines students have difficulty applying concepts to unfamiliar scenarios coursework is two assessed essays 9

10. Advanced Corporate Reporting - Post ESCAPE Submit weekly notes Via studynet on 5 out of possible 7 occasions Essay plan - via studynet, marked and returned within a week Draft Essay - via studynet to turnitin - not marked by lecturer, report sent to student Final Essay - via studynet, marked, feedback given, returned quickly so formative element is used as feed forward for exam preparation 10

11. Advanced Corporate Reporting Initial findings: Submit weekly notes Students are submitting 7 rather than 5 sets Students are used to meeting deadlines Essay plan Highlights students who are on the wrong track Feedback rich opportunity Draft Essay virtually all students submit Final Essay Fewer late submissions tutors are seeing reduced amounts of plagiarism 11 No increase in workload Use of technology Increased engagement in seminars Student acting on feedback lectures comments on Notes in the lecture following weekNo increase in workload Use of technology Increased engagement in seminars Student acting on feedback lectures comments on Notes in the lecture following week

12. James Johnstone Principles and Practice of Sports Science Level 2 30 credit compulsory module Snapshot of module: Sports Science for Sports Studies students previously multiple disparate assessments Want to improve student engagement with module content 12

13. Principles and Practice of Sports Science - Post ESCAPE Online progressive group assessment Group size 4 Use of online Belbin questionnaire Tools used Studynet used as a platform for online group Collaborative wiki produced Submission Electronic Draft and final versions 13

14. Principles and Practice of Sports Science Initial findings: Group formation Students were allowed to choose own group Next year use Belbin to inform group choice Progressive group assessment Students given wiki training Groups monitored by lecturer and feedback posted Tools used group blog Discussion forums News planner Assignment marking Group mark Electronic submission Marked using tablet pc 14 No increase in workload overall Lecture was able to see what was going onNo increase in workload overall Lecture was able to see what was going on

15. Blended Learning in Practice http://www.herts.ac.uk/blip 15

16. ESCAPE Blog 16

17. Questions? 17

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