Articulating Learning Dr Neil Lent, Dr Daphne Loads Institute for Academic Development

Some initial pondering How are your students expected to think? What do students need to understand? What expectations need to be communicated? What are your students are expected to produce?

Some questions… If a student in your subject area went on to become a researcher in your subject area what would you most want them to have learned from your course? If a students from your subject area went on to work in a completely unrelated field what would you most want them to have learned from your course? What is it most important for your students to learn from your course to take forward into their next few courses in your subject area?

Challenges Students’ misconceptions can shape how they approach their work Not realising what is expected differs between disciplines and contexts Not grasping that there is a need for a qualitative shift in approach (eg: school to HE, into Honours level)

Authentic assessment Some characteristics of authentic assessment might include … promotes deep, complex and worthwhile learning experienced by students as meaningful and relevant helps students feel they are really doing the subject relevant to the real world gives students a sense of personal involvement Sambell, McDowell and Montgomery (2013)

Some questions again… If a student in your subject area went on to become a researcher in your subject area what would you most want them to have learned from your course? If a students from your subject area went on to work in a completely unrelated field what would you most want them to have learned from your course? What is it most important for your students to learn from your course to take forward into their next few courses in your subject area?

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