Inclusive Assessment in Practice The Challenge of Assessing Reflection: The Open University Access Programme John Butcher, Stefanie Sinclair, Anactoria.

Slides:

Advertisements

Similar presentations

Performance Assessment

Advertisements

Directorate of Human Resources Learner experience of e-learning Rhona Sharpe Oxford Brookes University

Peer Review: A Conduit for Developing Graduate Attributes? Judy Pate & Sheena Bell – The Business School Helen Purchase & John Hamer – Computing Science.

Qualifications Update: National 5 Drama Qualifications Update: National 5 Drama.

Demanding Questions and Difficult Answers Alan Maddocks Carol Newbold Loughborough University.

UCET Annual Conference Hinckley Island Hotel, Leicestershire 9 th November 2009 Developing a Combined Primary & Secondary PGDE Programme at the University.

Directorate of Human Resources Examples of blended course designs Oxford Centre for Staff and Learning Development

Funded by the UK Funding Councils, Research Councils UK and the Wellcome Trust BEACONS FOR PUBLIC ENGAGEMENT The Beacons are Community University.

Online Workshop Giving Quality Feedback

Creating a dialogue over feedback between staff and students in the classroom and online Heather A. Thornton

Induction: Third Day.  How can we teach to promote learning goals? ◦ Approaches to Teaching  From teacher-focussed to student-centred ◦ Constructive.

1 Family-Centred Practice. What is family-centred practice? Family-centred practice is characterised by: mutual respect and trust reciprocity shared power.

Jan-Marie Kellow. “We only think when we are confronted with problems.” John Dewey “Wisdom begins in wonder.” Socrates.

Case Study: Learning Pathways for Housing Practitioners Martin McNally What do employers want? The clear articulation of needs.

Deb Hearle and Nina Cogger.  Cardiff University: Periodic Review & Re-validation  Health Professions Council: Re-Approval  College of Occupational.

Presentation Name December 05 Embedding blended learning into mainstream Higher Education “Developments” Debbie Reynolds Clare Denholm.

Welcome to LT1H02N Studying Service Sector Management.

Personal Development Planning Margaret Harrison Associate Dean of Academic Frameworks.

Embedding Language, Literacy & Numeracy. In the context of the Skills for Life strategy: "Embedded teaching and learning combines the development of literacy,

Ursula Wingate Department of Education and Professional Studies Embedding writing instruction into subject teaching – how to convince subject teachers?

Critical Partnerships: Using Peer Support to Develop Skills in Writing at Masters Level Sue Forsythe Maarten Tas School of Education

LECTURER OF THE 2010 FIRST-YEAR STUDENT: How can the lecturer help? February 2010.

The Ofsted ITE Inspection Framework 2014 A summary.

Learning Development and Innovation Overview and Updates Steve Wyn Williams March 2013.

Future Directions Strategy Implementation Professor Liz Thomas Dr Helen May.

Introducing small-group workshops as formative assessment in large first year psychology modules Suzanne Guerin School of Psychology, University College.

Intel Teach Elements Collaboration in the Digital Classroom Charity I. Mulig First Webinar Session October 18, :00 – 9:30 pm.

Embedding Information Literacy into Staff Development at an acute NHS Trust Sharon Hadley Kim Hacker

Ways EALD teachers can work in DECD schools

ICEE 2005 July 25-29, Gliwice, Poland Implementation of E-Learning in Engineering Education: Evaluation of Students Skills and Learning Approaches James.

Home, school & community partnerships Leadership & co-ordination Strategies & targets Monitoring & assessment Classroom teaching strategies Professional.

EngageNY.org Overview of the 3-8 ELA Curriculum Modules Session 1A, November 2013 NTI.

Interstate New Teacher Assessment and Support Consortium (INTASC)

University of Strathclyde Faculty of Education A long history in the field of teacher education (Early Years, Primary and Secondary) and the graduate training.

Assessment Careers: Enhancing Learning Pathways through Assessment Dr Gwyneth Hughes Dr Holly Smith Tim Neumann.

‘InCurriculum’ A UK National Teaching Project Using technology for tutor and student learning exchange STLHE annual conference.

LECTURE 2 - DTLLS Assessment. Research into the impact of assessment tells us that students learn best when assessment is:  Evenly timed  Represents.

The Art of the Designer: creating an effective learning experience HEA Conference University of Manchester 4 July 2012 Rebecca Galley and Vilinda Ross.

“Positive Beginnings” Michael White A/Executive Director, Office for Children Department of Education and Early Childhood Development Presentation to Best.

Inducting Architectural and Built Environment students into a new world Helen Farrell.

Stefanie Sinclair Department of Religious Studies The Open University

Professionally Speaking : Qualitative Research and the Professions. Using action research to gauge the quality of feedback given to student teachers while.

Recognition of Prior Learning for Individuals and Organisations Andy Gibbs October 2013.

Strengthening Student Outcomes in Small Schools There’s been enough research done to know what to do – now we have to start doing it! Douglas Reeves.

Scaffolding learning for first year students: Assessments and writing Widening participation in higher education offers us opportunities to rethink curricula.

Effective Learning Support: The key to quality and success Enhancement of Learning Support.

Students’ perceptions on using blogs for reflective learning in higher educational contexts Presenters : Irshad Ali and Dr Kevin Byard.

Making sense of expectations and feedback David Carless University of Hong Kong Glasgow, June 9, 2015 The University of Hong Kong.

Programme design and student assessment David Baume 1.

Taking Learning Development outside of the university Catherine McConnell, University of Brighton.

1 CECV Intervention Framework Module 5A Learning & Teaching EFFECTIVE INTERVENTION.

Making the blend work – lessons learned in four years of cross college blended learning Peter Kilcoyne ILT Director Heart of Worcestershire College

Professor Christine Hockings University of Wolverhampton Inclusive Learning and Teaching in HE Stifterverband and the German Rectors’

Schoolwide Reading: Day Instructional Priorities

A Brave New World: Using the New Ofsted Framework on DWP Inspections Karen Adriaanse March 2010.

Effective Mentoring Dr. Adrienne Foster Dr. Walter Jones Professional Learning Week August 24, 2015 August 24, 2015.

Talk about the assignment! April 27th 2015 #TOOC15 Webinar.

Using blended learning to engage students: embedding employability awareness and career development skills learning in the curriculum Career Development.

Integration of generic competencies and content in the Skills for a Changing World Curriculum Key Issues to Consider.

Subject specialist teaching

Welcome to the University of Wolverhampton

Poster 1. Leadership Development Programme : Leading Cultures of Research and Innovation in Clinical Teams Background The NHS Constitution is explicit.

Katie Cattanach, MSc. Ambitious Futures Dr. Ruth Watkins

Open University Widening Participation Conference 2018 How does a STEM Access module prepare adult learners to succeed in undergraduate science? Dr.

Getting the balance of the blend right

Dr Carlton Wood, Dr Anactoria Clarke,

Dr John Butcher, Dr Elaine McPherson,

Evaluating WP initiatives: overcoming the challenges Evaluating outreach for adult learners from disadvantaged backgrounds Dr John Butcher.

George Curry and Dr John Butcher

Presentation transcript:

Inclusive Assessment in Practice The Challenge of Assessing Reflection: The Open University Access Programme John Butcher, Stefanie Sinclair, Anactoria Clarke Centre for Inclusion and Collaborative Partnerships Working for social justice in higher education Centre for Inclusion and Collaborative Partnerships Working for social justice in higher education Contact Dr John Butcher

 Critical evaluation of assessment of reflection in Arts and languages Access module (Y031)  Y031 is one of three new L0 Access modules. Includes a range of assessed/non-assessed reflective tasks.  30 credits, 30 weeks, designed for WP students new to HE with limited prior qualifications, offering additional preparation to build confidence to succeed in L1 UG qualifications. Context

 How does the assessment of reflective tasks affect students’ perception of and engagement with reflective tasks?  How do tutors view the transition to a more formal assessment of reflective tasks? Issues

 30 years since key texts theorising reflection  (Boud, Kolb, Schon). Recently, persistent advocates but strong critiques around contested areas of learner engagement, deep reflection and assessment of reflection.  Reflection in HE: Cowan 2013, Dyment & O’Connell 2011, Moon 2001, 2006, Race  Inclusive assessment in HE: Butcher et al 2010, Gravestock 2006, Hockings 2010, McDowell  Formative feedback in HE: Evans 2013, Nicol 2007, 2009, & McFarlane-Dick 2006, Shute Literature

 Online survey to Y031 13J students  Telephone interviews with sample of Y031 tutors  Analysis of tutor feedback and PT3 assessment summary on sample of marked TMAs How?

 Some students spent time on, and thought carefully about reflective tasks if assessed, perceiving them as important skills in dealing with future studies.  Some tutors felt assessing reflection made students take it more seriously, enhancing active, independent study skills and progression as distance learners.  If tutors targeted feedback on reflection as a positive aspect of learning (not a ‘problem to be solved’), trusting dialogic learning resulted.  Younger students more confident in reflecting.  Students found most helpful activities where they could reflect on how they used their tutor’s feedback. Findings: what worked?

 Reflection challenges Access students - some perceive reflection as waste of time (describing rather than analysing), prioritising content, so tutors need to support reflection pro-actively.  Students with negative prior educational experience need to trust their tutor to reflect honestly: quality/quantity of feedback is crucial.  Tutors need to be more confident about assessing reflection (assigning a % grade) Findings: what needs improving?

 Access learners can be vulnerable, lack study resilience and be at risk of early withdrawal.  Tutor feedback is crucial to student success  Prior educational experience of Access students may not have been positive, they may not value the skills and experiences they bring to their first taste of HE.  Tutor trust/support are critical to student persistence  Tutors may be committed to the benefit of reflection, but lack confidence in grading/feeding back on reflection. Assessment is an issue.  Tutors need to be competent in assessing reflection Reflection on findings

 Be explicit why students are asked to reflect: include a definition, amplify purpose, scaffold ‘prompts’, prioritise monitoring.  Reflective activities need to be embedded into an iterative learning process, and an integrated curriculum and assessment design, combining assessed and non-assessed reflective tasks  To prompt greater dialogue with the tutor, assess reflective tasks: interaction is cumulative.  Tutors need further staff development to build confidence and skills in the assessment of reflection (exemplars of % grading & feedback). Recommendations

 How can the assessment of reflective tasks support Widening Participation?  In what way can the assessment of reflective tasks be regarded as inclusive assessment? Inclusive assessment

Dr John Butcher Deputy Director, CICP Dr Stefanie Sinclair Chair of Y031, Lecturer in Religious Studies Dr Anactoria Clarke Regional Manager Y031 Any questions? Centre for Inclusion and Collaborative Partnerships Working for social justice in higher education