The Case for Teaching Excellence: From Policy to Practice Dr Ben Brabon (Academic Lead, Arts, Humanities & Social Sciences)

Overview Policy Context Subject-level TEF Purpose of TEF & subject-level TEF TEF development & implementation Design themes for subject-level TEF Subject-level TEF Subject-level TEF assessment criteria Models of subject definitions Case Method for Subject-level TEF Pedagogical context Student engagement; rigour and stretch; personalised learning; employability HEA Frameworks 16/11/2018

Fellowship Journey 16/11/2018

Policy Context 16/11/2018

Purpose of TEF Better inform students’ choices about what and where to study Raise esteem for teaching Recognise and reward excellent teaching Better meet the needs of employers, business, industry and the professions

Purpose of subject-level TEF Better inform students’ choices about what and where to study Raise esteem for teaching Recognise and reward excellent teaching Better meet the needs of employers, business, industry and the professions Student choices tend to be driven by subject Produce a rating for each subject

How has the TEF been developed? Approach Wide definition of ‘teaching excellence’ Reflect diversity of the sector UK wide Balance of metrics and expert judgement Existing metrics as proxies Principles Fair comparisons Avoid perverse incentives Minimise burden on providers

How is TEF being implemented? A phased approach Year 1 Year 2 Year 3 Year 4 Assessment level Provider level ‘meets expectations’ awards Provider level trial Provider level + Subject level pilots Provider level + Subject level pilots Fees Full inflationary uplift Full inflationary uplift Differentiated inflation uplift (provider level) Differentiated inflation uplifts (provider level) Continuous improvement Lessons learned Further metrics development On-going improvements

Early design themes for subject-level TEF Subject definition and groupings Subject-level and provider-level assessment interaction Evidence base, metrics and PSRB accreditation Panels Widening Participation

Feedback from discussion groups Subject definition and groupings Subject-level and provider-level assessment interaction Evidence base, metrics and PSRB accreditation Panels Widening Participation More granular, submissions by exception Broader, submission for every subject

Subject-level TEF 16/11/2018

Finance and accounting Subject-level TEF Subject definition and groups REF units of assessment High level Joint Academic Coding System (JACS) Common Aggregation Hierarchy groupings (CAH) Higher Education Classification of Subjects (HECoS) Business & Management Business Business studies Marketing Management Management studies Human resource management Tourism, transport and travel Finance and accounting Finance Accounting 16/11/2018

Assessment Criteria Aspect of Quality Areas of teaching and learning quality Reference Criterion Teaching Quality Student Engagement (TQ1) Teaching provides effective stimulation, challenge and contact time that encourages students to engage and actively commit to their studies   Valuing Teaching (TQ2) Institutional culture facilitates, recognises and rewards excellent teaching Rigour and Stretch (TQ3) Course design, development, standards and assessment are effective in stretching students to develop independence, knowledge, understanding and skills that reflect their full potential Feedback (TQ4) Assessment and feedback are used effectively in supporting students’ development, progression and attainment 16/11/2018

Assessment Criteria Aspect of Quality Areas of teaching and learning quality Reference Criterion Learning Environment Resources (LE1)   Physical and digital resources are used effectively to aid students’ learning and the development of independent study and research skills Scholarship, Research and Professional Practice (LE2) The learning environment is enriched by student exposure to and involvement in provision at the forefront of scholarship, research and/or professional practice Personalised Learning (LE3) Students’ academic experiences are tailored to the individual, maximising rates of retention, attainment and progression 16/11/2018

Assessment Criteria Aspect of Quality Areas of teaching and learning quality Reference Criterion Student Outcomes and Learning Gain Employment and Further Study (SO1)   Students achieve their educational and professional goals, in particular progression to further study or highly skilled employment Employability and Transferrable Skills (SO2) Students acquire knowledge, skills and attributes that are valued by employers and that enhance their personal and/or professional lives Positive Outcomes for All (SO3) Positive outcomes are achieved by its students from all backgrounds, in particular those from disadvantaged backgrounds or those who are at greater risk of not achieving positive outcomes 16/11/2018

Case Method for Subject-level TEF 16/11/2018

Dimensions of Excellence (See Gunn & Fisk 2013) 16/11/2018

Case Method for Subject-level TEF Pedagogical Context Case Method as EBL Case Method as enquiry-based learning Learning through doing Active learning Asking questions, seeking answers The idea that what we discover, we retain Discovery and the journey of discovering Employability – students learn a range of workplace relevant skills Helps fill gaps in students’ knowledge Brings theory and practice closer together Reduces fragmented learning 16/11/2018

Case Method for Subject-level TEF Concretizing – stories help us to make sense of what might otherwise be an abstract or complex subject through the provision of links with tangible, or concrete, examples. Assimilation – learning is a constant process of integrating new information with current information and cognitive structures. Structurizing – the use of stories in teaching can support students in applying the concepts they have been taught to use in other situations. (Evans and Evans 1989) 16/11/2018

Case Method promotes a cycle of enquiry Students/tutors establish question, scenario Students identify existing knowledge & decide enquiry approaches Search and explore evidence Students reflect, discuss, create and receive feedback Students share results of enquiry 16/11/2018

From Tutor-centred to Learner-centred: Student’s role Student-centred, self-directed learning Students more in charge of learning/enquiry process Driven by students’ own choices and decisions Students build on existing knowledge/ experience Emphasise intellectual and social skills – critical thinking, reflection, self- criticism, independence, teamwork 16/11/2018

From Tutor-centred to Learner-centred: Tutor’s role Tutor as facilitator – explain role, ask questions, encourage discussion, help make links with existing knowledge, value student ideas, explore options Ensure teacher-led subject material supports not leads process Offer intellectual support, a safety net, act as a consultant Monitor progress and help students reflect on and evaluate learning Provide feedback and encourage peer feedback on outcomes Promote enquiry as a model of academic behaviour, central to learning 16/11/2018

HEA Student Engagement Framework 16/11/2018

Food for thought Are there specific aspects of quality in the assessment criteria that would favour your subject area (e.g. student engagement or course design)? Would a granular or broad approach to subject definitions better suit your subject area? How will you use cases to evidence teaching excellence? 16/11/2018

Dr Ben Brabon ben.brabon@heacademy.ac.uk 16/11/2018