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Enhancing Student Progression and Study Skills: Pre-entry Qualifications for Teaching Staff

This research discusses concerns over student progression, study skills, and independent learning expectations. It explores the impact of different pre-entry qualifications on teaching and assessment practices, emphasizing the need for staff development and changes in teaching methods. Insights from workshops and reflections on previous teaching experiences provide valuable guidance for educators. Future directions include adapting to changes in A-level qualifications and incorporating study skills into first-year modules.

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Enhancing Student Progression and Study Skills: Pre-entry Qualifications for Teaching Staff

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  1. Pre-entry qualifications – keeping teaching staff informedClare Carter, Roisin Curran, Sarah MaguireUniversity of Ulster

  2. Context • Concern about poor progression of first year students • Concern about study skills of incoming students • Concern about student expectations (or lack of) of independent study • Growing awareness that we lacked knowledge of students’ prior educational experiences

  3. Types of qualifications • A level • AVCE – now Applied GCE • BTEC • Content may be different • Teaching style has similarities

  4. Teaching at secondary level • Highly specified courses • Specification available to students • Teacher will relate teaching to specification • Reading outside text book not generally encouraged

  5. Assessment • Mark schemes available and highly specified • Coursework drafted and feedback given several times before final submission • Exams limited in time (AVCE/BTEC – only limited number of exams) • Modules may be retaken to improve mark

  6. What does this mean for student learning? • It is very teacher-dependant - structured and focussed by the teacher • Feedback on progress and assignments is frequent, with opportunities to improve before submisssion • Only the best students will read around the subject • It is assessment-driven

  7. What do we expect? • Independent learners • Once-only submission of coursework • Students to understand what is feedback and how to use it • Reading-around the subject for the best marks

  8. Staff Development • Started with conference • Workshops for faculties • Academic Induction • PgCHEP modules

  9. Activities Task 1 • Compare content of qualifications with current 1st year curriculum content Task 2 • Focus on the assessment of secondary qualifications, particularly the style of questions, and compare with current assessment in first year modules Task 3 • Reflect on student’s previous learning and teaching experience and compare to lecturer’s expectations of 1st year students

  10. Materials provided • Course specifications • Chief Examiner’s reports • Exam papers • Exam answers (if available)

  11. Feedback • ‘this should be compulsory for all staff’ • ‘now I understand that it’s not all the student’s fault’

  12. Changes in practice • Tutorials • Shorter exams in first semester • Study skills incorporated in first year modules

  13. What’s next? • Changes to A levels – first entrants 2010 • Number of modules • Applied A levels • Diplomas –a limited number offered for entrants in 2010 • Construction & Built Environment • Creative & Media • Society, Health & Development • Information Technology • Engineering

  14. Sources of information • Exam board websites • OCR – www.ocr.org.uk • QCA • www.qca.org.uk/14-19/ • www.qca.org.uk/qca_5396.aspx • Dept of Children, Schools and Families • www.direct.gov.uk/en/EducationAndLearning/QualificationsExplained/DG_070676

  15. Contact: c.carter@ulster.ac.uk

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