Developing good practice……. Workshops to embed the principles

1. Integrating Technology Enhanced Assessment MethodsAssessment-for-Learning Principles UH Assessment-for-Learning Principles 2012 These principles suggest that good practice in Assessment-for-Learning: 1. Engages students with the assessment criteria 2. Supports personalised learning 3. Ensures feedback leads to improvement 4. Focuses on student development 5. Stimulates dialogue 6.Considers student and staff effort In 2012, the University separated the mandatory aspects of the UH Academic Regulations for Undergraduate and Taught Postgraduate Programmes from the Assessment-for-LearningPrinciples. The mandatory aspects have been incorporated into UPR AS12 whilst guidance aspects have been developed to guide staff and support student learning and assessment. Student feedback……… Good assessment creates good educational experiences, sets out high expectations, fosters appropriate study behaviours and stimulates students’ inquisitiveness, motivation and interest for learning. 1.“I link any feedback I receive to the original assessment criteria to support my future learning.” 2. “I take opportunities to let my lecturer know the areas I would like feedback on, including strengths and weaknesses” 5. “I take every opportunity to contribute to group and class discussions” 3.“I recognise the many ways that feedback is presented to me about my work and my learning.” Developing good practice……. Workshops to embed the principles into the assessment process and accessible grading criteria for all students 4.“When needed, I seek opportunities to discuss assessment with other members of staff “ 6. “I put all my assessment deadlines in a diary so that I am aware of my workload”. • Grading criteria are used to differentiate between student performance and provide a general description of the standard required. To support consistency across the University, the LTI have worked to develop an example of good practice. The top level principles for grading criteria have been explored with reference to; Bloom’s taxonomy, the SEEC level descriptors and examples of good practice elsewhere in the sector. The criteria have been mapped to ensure the language/adjectives are consistent with university grade descriptors. UH URP 14 (D.1). The final exemplars will be available on StudyNet for 2013/14 and are a guide for Schools and Departments to formulate their own subject/assessment specific criteria as required ready to upload for students….. ITEAM Team: Jon Alltree, Julie Vuolo, Janet Webber, Francesca Entwistle, Liz Gormley-Fleming, Fang Lou, Theo Tsangaris