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Assignment Processing

Assignment Processing. Dr Helen Gale & Dr Debra Cureton. Outline of activities. Brief overview of DiSA findings Assignment briefs What Works: Retention & Success Assignment processing. Academe. Relationship. Cultural and Social Capital. Brief Overview of DiSA Findings. Psychological

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Assignment Processing

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  1. Assignment Processing Dr Helen Gale & Dr Debra Cureton

  2. Outline of activities • Brief overview of DiSA findings • Assignment briefs • What Works: Retention & Success • Assignment processing

  3. Academe Relationship Cultural and Social Capital Brief Overview of DiSA Findings Psychological Processes

  4. Assignment Briefs - Method • Top percentile of performing modules • i.e. modules with >90% student pass rate VS • Bottom percentile of performing modules • Compared the assignment briefs • Language • Quality of information • Structure • Style • Comprehension

  5. Characteristics of successful assignment briefs: • Language is appropriate • to a student audience • to the subject matter • Fit for level • Logical Structure • Information in all one place • 1 – 1.5 sides of A4 • Clear, succinct, no jargon, informative • Includes information on: • Product • Process • Useful examples • Marking criteria • What markers will give points for/ are looking for

  6. Combining learning outcomes, assessment criteria and performance descriptors in assignment briefs: an example of an assignment brief templates University of Wolverhampton Assignment Brief School ………………………………………..Module Code …………………… Module Title …………………………………………….. Learning outcomes (exactly as they appear in the module guide): In order to achieve this module you should be able to: • ………………………………. • ……………………………...... • ………………………………….. • ………………………………..... Activity (in student-accessible language) To complete this assignment, you should …………………………. Assessment criteria (to pass this module) e.g. • This assignment should be a maximum of 3000 words / 10 minutes • At least 3 different examples should be given Marking You will be marked on a % scale, using the University Performance Descriptors (see below) FeedbackFeedback will be given via ……..

  7. What Works: Retention & Success Expectations Belongingness

  8. Assignment processing: the literature • O'Donovan, B., Price, M. and Rust, C. 2004. 'Know what I mean? Enhancing student understanding of assessment standards and criteria'. Teaching in Higher Education 9: 325-335. • Norton, L. 2004. 'Using assessment criteria as learning criteria: a case study in psychology'. Assessment and Evaluation in Higher Education 29: 687-702. • Lizzio, A. and Wilson, K. 2013. 'First-year students’ appraisal of assessment tasks: implications for efficacy, engagement and performance'. Assessment & Evaluation in Higher Education 38: 389-406.

  9. What do you do? • Working in groups describe: • How you introduce an assignment/assessment to students? • How do you encourage students to process assignment briefs/assessments? • How do you deal with issues about assignment briefs/assessments? • Misunderstandings • Confusion

  10. Assignment processing: a suggestion Colleagues have used the following steps to support this process: - Put students in pairs or small groups- Ask them to read the brief and to tell each other what they think they are being asked to do - From this exchange, ask students to identify what is clear to them and what needs to be clarified. Ask them to write these down on post-its (two different colours ideally)and to display them in the room. - Ask students to get up and look at post-its so that they can compare comments - On the basis of a reading of the  post-its, the teacher groups the concerns and offers comments accordingly- Teacher posts a FAQ on VLE to deal with all points of clarification

  11. Over to you…. • In pairs/small groups: • Develop a processing session that is sensitive to your subject and students’ needs. • You may wish to consider how you include: • How to develop better learning and peer relationships • The introduction of academic issues • Raising social capital • How to limit psychosocial barriers

  12. Feedback & Conclusions

  13. Contact Details • Dr Helen Gale – h.gale@wlv.ac.uk • Dr Debra Cureton – d.cureton@wlv.ac.uk

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