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Putting the RSD to Work

This workshop will showcase how the Research Skills Development Framework can enhance assessment and feedback in various disciplines, with a focus on the Bachelor of Oral Health program. Participants will have the opportunity to explore how they can incorporate RSD into their own assessment and feedback practices in a supportive environment.

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Putting the RSD to Work

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  1. Putting the RSD to Work Framing Assessment and Feedback with the RSD

  2. Aim of the workshop • Showcasing the many ways that the Research Skills Development Framework has been adapted to assist in the effectiveness of assessment and feedback across a number of disciplines • Using the Bachelor of Oral Health as an exemplar, a program-wide implementation of the RSD will be demonstrated • Providing an opportunity for participants to consider how they might use the RSD for their own assessment and feedback purpose • Allowing participants to begin adapting the RSD in a collegial and supportive environment

  3. Assessment and Feedback – a Perennial Challenge for Educators It seems to get tougher when you are on your own Challenging tasks are made easier with help http://www.goldpagewarriors.com/wp-content/uploads/2013/07/mountain-and-rock-climbing_600.jpg http://www.icsb.org/wp-content/uploads/2014/06/leadership-boot-camp-cover.jpg

  4. Assessment ‘for’, ‘as’ or ‘of’ learning? http://syllabus.bos.nsw.edu.au/assets/global/images/englishassessment.png

  5. What kind of feedback do you give? • Praise – motivating but can appear insincere if overused • Recognising Progress (ipsative) – motivating and informs students about their learning – lack of progress can be an early warning • Critique – how work ‘falls short’, discouraging if no information for improvement • Advice – helps students take future action to improve • Clarification requests – ask students to reflect on their work and self-generate actions • Unclassified statements – neutral statement, non-judgemental http://www.ioe.ac.uk/Study_Departments/LCE_Guidelines_feedback_profiling_tool.pdf

  6. Assessment and Feedback Strategies to fosterLearning Success, Engagement and Retention • Articulating expectations • Engaging students by scaffolding and integrating assessment within the curriculum • Timely provision of feedback • Encouraging independent modes of learning to aid future learning • Helping students make sense of assessment by taking a whole-of-program approach Adapted from Kift, S. M., & Moody, K. E. (2009). Harnessing assessment and feedback in the first year to support learning success, engagement and retention. In ATN Assessment Conference 2009 Proceedings.

  7. Articulating Expectations using RSD

  8. Scaffolding Levels of Performance using RSD australianscaffolds.com.au A term to describe the ongoing support provided to a learner by an expert “...providing support structures to get to that next stage or level” (Vygotsky 1978) Essential component in feedback and assessment AS learning

  9. Whole of program approach Bachelor of Oral Health University of Adelaide RSD implemented across the three-year program with increasing levels of autonomy

  10. http://allthingslearning.files.wordpress.com/2011/09/defining-assessment.jpghttp://allthingslearning.files.wordpress.com/2011/09/defining-assessment.jpg

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