FRED: Discourses on Peer Group Assessment as Inclusive Practice

1. FRED: Discourses on Peer Group Assessment as Inclusive Practice An interactive seminar on SpLD’s and assessment in collaboration with AchieveAbility 2007-201

2. Overview • The purpose of this discussion • Introducing the NTF project • Key NTF findings • Meaningful learning for SpLDs • Technology and visual thinking • Active Peer Assessment discourses

3. Discussion • The notion that the student thinking experience can be enhanced by active peer assessment and technology. • Negotiated between students • To produce meaningful knowledge bridging the learning and activity

4. NTF InCurriculum InCurriculum ~ National Teaching Fellowship Project ~ 3 years Participating institutions -10 staff Lead :Norwich University College of the Arts University of Westminster (London) De Montford University (Midlands) 400 students from UG courses

5. NTF- Aims • Transfer practice from Arts based courses www.incurriculum.org.uk • To modify 3 modules at each institution, deliver & evaluate • Dissemination of inclusive practice in course delivery & assessment Student negotiation- underpinned the approach to changing practice

6. Student negotiated learning Changing practice for different learning Retention of students Student attainment Cost effective education- student centred • Active -Independent learners • Critical thinkers • Contextualised learning

7. Findings: • Student ownership of assessment methods • Student as the producer and the expert • Students to be strategic in planning learning • Reconnect with the student experience • Use of technology for active learning • Use of visual and discourse as assessment • Peer student feedback for formative assessment • Learning spaces for reflection

8. Discursive learning for SpLDs Think Tank meetings: • Summative Peer assessment • Student lead discussion groups • Focus on learning strategies and behaviours • Emphasise diversity of approaches • Share good practice - externalise learning • Develop reflective practice - deep learning • Capture/articulate student voice

9. Visual learning for SpLDs • Use of technology for student centred approach to learning: student peer assessment: • - MP3 • -Camtasia • -Mobile communications • -Web sites • -Prezi – For the holistic view

10. Technology and outcomes • Reconfirm learning styles approach on the VLE • Use MP3 for group discussion – peer assessment- formative and summative Use of mobile / video for critiques • Virtual marking and MP3 for reconfirmation and reflection

11. SpLD Visual thinking • Multi dimensional thinking • Thinking point • Mapping of reference points • Limitless flow • Convergence of thinking points • Change of flow- fast- adaptable- flexible

12. Analogy

13. FRED discourses • How can Peer Assessment be delivered for meaningful learning? • How can learning style (SpLD) be linked to peer assessment activity ? • What is the criteria for assessment?: Clarity of thought- Problem solving- Focus on the subject

14. The inclusive practice Active Peer Group work: • Consider and establish criteria • Peer assessment activity delivered in the context of learning style • Feedback on knowledge given

15. Theories Humanist, Experiential, Social Constructivism : student centred, learner actions create the learning situation, engaging existing knowledge, learning from each other, non-linear process.