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STUDENT LED ASSESSMENT THROUGH THE USE OF PERSONAL DEVELOPMENT PLANS ( PDP) or ROUTE PLANNERS

STUDENT LED ASSESSMENT THROUGH THE USE OF PERSONAL DEVELOPMENT PLANS ( PDP) or ROUTE PLANNERS. A Jean E Brown. INTRODUCTION. What is a PDP? Why did I want to introduce PDP? How can they sit within an academic programme? How will it function within the Preventive Conservation MA?

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STUDENT LED ASSESSMENT THROUGH THE USE OF PERSONAL DEVELOPMENT PLANS ( PDP) or ROUTE PLANNERS

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  1. STUDENT LED ASSESSMENT THROUGH THE USE OF PERSONAL DEVELOPMENT PLANS (PDP) or ROUTE PLANNERS A Jean E Brown

  2. INTRODUCTION • What is a PDP? • Why did I want to introduce PDP? • How can they sit within an academic programme? • How will it function within the Preventive Conservation MA? • How will its effectiveness be evaluated? • Conclusion

  3. WHAT IS A PDP? • A Personal Development Plan (PDP) can be used to consider the development of your whole career or smaller aspects of it. • Whatever the scale of the development it can help identify the series of steps that must be taken in order for you to get from ‘where you are’ to ‘where you would like to be’ efficiently and effectively.

  4. HOW DO THEY FUNCTION? • Where are you now? • Where do you want to go? • What is the learning gap? • Where do you want to go? • What is the learning gap? • Where are you now?

  5. WHY CAN THEY BE USEFUL? • Clarify the steps to be taken to move from one position to another • Establish a pattern for strong independent life long learning

  6. GOVERNMENT DIRECTIVE • All Institutions of Higher Education to adopt PDPs • Pebblepad etc – portfolio development

  7. THE DIVERSITY OF PDP It would seem that PDP can: • Be used for gathering marks, evidence, reflection & planning • Be equally referred to as PDP, portfolios and progress files • Reflect on a specific process/ practise or broader career development issues • Reflect on overall personal development • Be instigated internally or enforced externally • Sit inside or outside a programme • Be managed by academics or non academics • Be optional or compulsory • Be perceived as essential or just more work

  8. DIFFICULTIES WITH PDP • Under Graduate programmes offer limited options • Confusion regarding the specific function i.e. is it a route planner or a portfolio developer • Duplication & failure

  9. THE PREVENTIVE CONSERVATION MA • Flexibility regarding when, where and at what pace the student learns • Exciting programme full of options so that students can really use the materials to support their own learning

  10. WHY DID I WANT TO USE A PDP? • Not all students get away to a flying start • Was it connected to the student demographic? • Was it connected to the on-line process?

  11. STUDENT DEMOGRAPHIC Students can be grouped as follows: • Full/part time • Campus or Distance Learner • Mature or Recent Graduate • Already Working in the Heritage Sector or new to the sector

  12. STUDENT FEEDBACK Questionnaire revealed that: • The issues were clearly connected to those who did or did not have prior experience of the Heritage Sector or new to the sector • Those without experience did not feel well enough informed to make decision regarding the range of options available i.e. the immediate and long term consequences • Unhappy, angry certainly not engaged, excited or inspired

  13. FORMAT OF THE MATERIALS I started to look at: • Supporting distance learners – ‘Students Accounts for the need for continuous support in a Distance Learning Programme’, Open Learning, the Journal of Open & Distance Learning, 08 • Different learning styles – Herman van denn Bosch ‘Personalized Course Delivery’, Ind & H Ed 06

  14. Background to the PDP Reading around the subject included: • Dearing & Garrick reports on Higher education 97 - Progress File Implementation by 05/06 • Bullock & Jamieson, ‘The Effectiveness of PDP’, Curriculum Journal 98 • Gough, Review of PDP, Evidence for Policy & Practise Information (EPPI) 03 • Jackson & Ward, A Fresh Perspective on Progress Files, Assessment & Evaluation in Higher Education, 04 • Clegg & Bradley, Models of PD,P British Educ Res Journal 06 • Quinton & Smallbone, PDP Implementation at English Universities, what are the issues?’, Journal of Further Higher Education, 08 • Clegg & Bufton, Student Support through PPD Planning: retrospection & time’,Res papers in education, 08

  15. HOW WILL IT SUPPORT THE PREVENTIVE CONSERVATION MA? It is being used as a part of the Preventive Conservation MA in order to help students: • Plan what route they should take through the options offered in the teaching and learning materials • Select the most appropriate institution for the work experience placement • Identify the topic for the dissertation as well as a strategy for time management. • Create the excitement, enthusiasm and motivation that turns learning from a chore into a choice

  16. HOW CAN THEY SIT WITHIN AN ACADEMIC PROGRAMME? • The handout shows the way in which the PDP is threaded through the centre of the programme hosted by a private electronic journal

  17. HOW WILL IT BE MANAGED? • The PDPs are hosted in electronic journals in the E Learning Portal (ELP) • They are a live resource which are up-dated at key stages • The academic provides the framework and then responds to student self assessments or reflections

  18. HOW WILL ITS EFFECTIVENESS BE EVALUATED? • Past and future students will be asked to complete an anonymous on line questionnaire that will only identify student according to their demographic groups and whether they are pre or post PDP

  19. STUDENT LED ASSESSMENT • The use of the PDP in this manner is in effect providing an opportunity for the student to select and refine the focus of their own assessment process.

  20. CONCLUSION On the Preventive Conservation MA the PDP is to be used to help students identify what: • Excites and motivates them If this happens it is hope it will lead to : • Deeper learning • Strong independent life long learners

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