Higher Education Staff Development Day 11 September 2014

1. Higher Education Staff Development Day11 September 2014

2. AGENDA 09:30-10:30 Assessment Practice 10:30-11:00 Assessment Review Process 11:00-11:20 Break & Tea/Coffee 11:20-12:15 Module Review Process 12:15-13:30 Break 13:30-14:00 Student Induction 14:00-14:30 What’s old&newfor 2014-15? 14:30-16:00 APE Scrutiny &Tea/Coffee

3. ASSESSMENT PRACTICE

4. PURPOSE … of the Assessment Practice chapter of the Quality Handbook is to serve as guidance on the underpinning principles and practice of assessing students and as a repository and support for relevant practices and guidelines.

5. Task 1- Assessment Practice Staff are asked to read the revised Assessment Practice chapter of the Quality Handbook, discuss observations and queries and feed back

6. MAIN POINTS • First marking [8.5.1] • Marking Guidelines [8.5.2] • Module Assessment Record (MAR) [8.5.3.2] • Verification of marks [8.6.1] • Double marking • Group marking • Sampling of work • Verification requirements [8.6.2] • Moderation of marks [8.6.3] • Approval of marks [8.6.4] • Responsibilities [8.7]

7. ASSESSMENT REVIEW

8. MONITORING & REVIEW PROCESSES

9. PURPOSE … of the Assessment Review Process is to verify that assessment briefs are appropriate to the curriculum and that the assessment strategies, marking criteria and evidence required is appropriate in relation to the learning outcomes … and to confirm that verification of marks has taken place and any moderation necessary properly agreed and recorded

10. NB! Assessment Review Peers will check that the expected date of the return of Summative Feedback is entered as part of the Module Information

11. PROCESS • Module Leader producesModule Brief and • Ensures this is uploaded on eStudio • Programme Leader reviews and approves Module Brief • Assessment Review Peer reviews Module Brief and approves adding comments/signature on ARP form • Assessment Review Peer informs/discusses Assessment Review outcome with Module Leader • Module Brief is made available and briefed to students

12. TEA & COFFEE BREAK

13. MODULE • REVIEW

14. PURPOSE … of the Module Review Process is to allow for Module Leaders to reflect on the most recent delivery of a module, including the continuing appropriateness of the content to the curriculum, effectiveness of assessment methods, the identification of proposed changes and opportunities to share effective practice.

15. PROCESS • Module Brief is approved by • Programme Leader and Assessment Review Peer • Module is delivered and assessed • Students complete End of Module Evaluation • Module Leader completes a Module Review Form • Module Review is approved by Programme Leader • Module Reviews discussed inProgramme Boards and • considered in Annual Programme Evaluations (APEs)

16. MODULE REVIEW QUESTIONS • Issues raised in End of Module Evaluations? • Issues raised in Assessment Review or EE report? • Marks profile (Fails, Average and Standard Deviation)? • Do the module’s learning outcomes remain appropriate? • Do the chosen teaching strategies remain appropriate? • Do the assessment strategies remain appropriate? • Identified areas of good practice or effective practice? • Evaluation of briefs and any changes since previous year?

17. OTHER DISCUSSION POINTS • Module Leader completes review on behalf of Module Team (module reviews should not be written in 1st person!) • Programme Leader MUST review and approve module review • The review is about the module, not college processes! • Module Reviews MUST be discussed during Programme Boards and considered as part of the Annual Programme Evaluation • Considerations/Actions

18. Task 2 - Module Review • Staff are asked to look at • example Module Review Forms • and identify and discuss • good practice and where Module Reviews could be completed • more effectively

19. LUNCH BREAK

20. STUDENT INDUCTION

21. PURPOSE Why is Student Induction so important?

22. Essential information • Academic Regulations • What’s new? • VLE/eStudio • Formative and Summative Feedback • Essential programme specific information

23. ACADEMIC REGULATIONS Level 4, 5 and 6must be inducted into the Academic Regulations Academic Regulations Presentation has been updated and can be accessed via eStudio Level 4 Academic Regulations Talks have been scheduled in pairs or groups of programmes Level 5 and 6 must be re-inducted, including information on what’s new for 2014-15

24. Useful information • Feedback mechanisms / What to do if there is a problem! • How students contribute to the quality assurance and APE process • How they will be informed of changes (timetabling, modules) • Useful programme specific stuff

25. WHAT’S OLD&NEW • FOR 2014-15?

26. EXISTING POLICIES Mitigating Circumstances Policy and Procedures …explains what students should do if they find themselves experiencing unforeseen circumstances affecting their studies Academic Malpractice Policy and Procedures …sets outwhat the College sees as an academic offence, including plagiarism Attendance Policy and Procedures …explains the College’s attendance requirements and what students should do if they find themselves unable to attend classes Complaints Policy and Procedures …aims to support students in resolving issues or concerns that may arise during their studies Academic Appeal Policy and Procedures …outlines students’ options with regards to appealing their results

27. ACADEMIC REGULATIONS No major changes except: • Recognition of Prior Learning (RPL) • Summative Feedback for all modules including late occurring modules [Section 4.7.2] • Anonymous consideration of a student’s marks [Section 5.5] • Non payment of debts [Section 14]

28. NEW POLICIES • Fitness to Study Policy • Online End of Module Evaluations • Work Experience Guidelines • Blog Guidelines • Student Communications Guidelines • Collaborative Practice Guidelines • Formative use of Turnitin • NEW GUIDELINES

29. FITNESS TO STUDY A new policy to safeguard and promote the welfare of the students affected by serious or long term conditions; and to minimise disruption to the teaching, learning and support of other students

30. END OF MODULE EVALUATION ONLINE • End of Module Evaluation now online via eStudio • Importance of end of module student feedback • Information regarding online EOMs must be included in all Module Briefings • All EOMs should be made available online on the day of submission and remain open to student responses for 14 days • Programme Administration will email students

31. WORK EXPERIENCE GUIDELINES Work experience within the programme • Live Briefs • Personal and Professional Practice modules • Visiting Professionals • Competitions Work experience opportunities outside the programme • Creative Networks • Life After College programme Work experience within an organisation • Not formally required as part of a student’s programme • Highly desirable • Short period may be with an organisation during term time • Health and Safety requirements

32. BLOG GUIDELINES Using blogs for the purposes of assessment to be agreed between the module leader and programme leader before start of module Using blogs for the purposes of assessment should be articulated during initial induction and module briefings All blogs should be set up, with a ‘date and time stamp’ in order to ensure submission deadlines are met and recorded

33. STUDENT COMMUNICATIONS GUIDELINES Primary Communication channels Email and eStudio Secondary Communications channels Noticeboards (General & Studio), printed material, text messaging, student portal, social media and external websites Other points • Appropriate response times • Staff should provide alternative contact if absent

34. COLLABORATIVE PRACTICE GUIDELINES The opportunity for students to collaborate in any module should be clearly identified and articulated as part of module documentationon eStudio The process by which collaborative work will be formatively and summativelyassessed should be articulated at the start of the module Collaborative projects must be agreed by the module leader before the commencement of any work Groups or collaborative partnerships should not be awarded a single grade for the work submitted

35. FORMATIVE USE OF TURNITIN Level 4 and 5 students to be provided with opportunity to submit their interim/draft written work for Context of Practice 1 & 2 to a draft submission facility within Turnitin Students submit drafts via eStudio and receive an Originality Report for their draft outlining percentage similarity COP tutors to provide feedback/tutorials to the students

36. The End for some… Tea & Coffee for the rest.

37. ANNUAL PROGRAMME EVALUATION CRITICAL REVIEW & SCRUTINY

38. PURPOSE …of the critical review and scrutiny process is to ensure that the Annual Programme Evaluation (APE) is evaluative and not merely descriptive. It aims to ensure that the full range of evidence available to the programme team has been effectively used to support the evaluations made.

39. PROCESS • CRITICAL REVIEW • Each APE is read and reviewed by two peers • Critical review pairs submit one Critical Review Form to QSO • SCRUTINY • Critical Review Peers provide a summary of their review • to the HE Committee APE Scrutiny meeting on 1 October 2014 • HE Committee members agree on changes if appropriate • Programme Team carries out changes as agreed • by the HE Committee APE Scrutiny • APPROVAL • Final APEs are submitted to QSO for reporting to • HE Committee on 29 October 2014

40. DATES 8 September APE Version 1.0 deadline 11 September Staff Development Event 17 September APE Critical Review Form submitted 24 September APE Scrutiny papers to HE committee 1 October HE Committee APE Scrutiny meeting 15 October APE Version 2.0 deadline 22 October HE Committee papers to members 29 October HE Committee considering APEs

41. OVERARCHING QUESTIONS • Have the programme team drawn from the full range of the evidence base available? • Is data analysed rather than described or reported? • Are year-on-year comparisons made? • Is there evidence of comparing against the sector? For example, with NSS or HESA stats • Have the programme team identified strengths and weaknesses, areas where performance has improved/declined, drawn conclusions, identified causes behind trends, initiatives or actions to address issues, or ways of sharing good practice? • Are specific examples provided to support and evidence statements? • Does the APE focus on the academic and student learning experience aspects of the programme?

42. Task 3 – APE Critical Review • Critical Reviewers • to get together, discuss assigned APEs and make a start on the • Critical Review Forms