The ESCAPE Project – an overview Mark Russell The University of Hertfordshire
The domain
Awareness/interest/try/embed Ways of working Not dictating solutions Supporting informed choice Used research informed principles Appreciative Inquiry Awareness/interest/try/embed
Beyond the quick fixes
Map Current Practice to Themes Provide a space to explore and discuss (structured) Map Current Practice to Themes
Offer a framework Good assessment for learning: …Engages students with assessment criteria …Supports personalised learning …Focuses on student development …Ensures feedback leads to improvement …Stimulates dialogue …Considers staff and student effort
Acknowledge that difference exists Pedagogy Context Technology Ch P C T Ch P C T Ch P C T Ch
“Changed the way I think about assessment on all my modules” Some partner feedback “Changed the way I think about assessment on all my modules” “Re-organise my teaching schedule to facilitate the giving of feedback” “Students are more engaged and supportive of one another, and I have to wonder why we ever thought marking 250 individual papers was an appropriate way to assess this module.”
And the future (Beyond ESCAPE) Drawn together what we know Developed a toolkit for guided and self-use Now working with formal processes (more embedding)
Assessment for Learning Diagnostic Diagnosis tools Assessment for Learning Diagnostic
Features and Consequences Showing the ‘features and consequences’
Example (part) Case Study Showing examples (linked to themes)
Themes in Practice (TIPs) More assessment TIP’s (Themes in Practice) Themes in Practice (TIPs)
Student facing too
Numerous legacy resources
Good curriculum and assessment design… And so… Does not happen by chance Should pervade all that we do and go beyond… Should create good learning opportunities for all our students Can be supported by…
Links to some ESCAPE resources https://jiscdesignstudio.pbworks.com/w/page/ESCAPE-Project Blog http://escape-uh-jisc.blogspot.com/