HEARing Student Voices Patricia Clift Martin Teaching and Learning Support Office University of Manchester.

Slides:

Advertisements

Similar presentations

Action Learning: Some principles

Advertisements

Assessment strategies for pluralism Andrew Mearman (University of the West of England) and Don Webber (Auckland University of Technology)

The Manchester Approach to the HEAR Patricia Clift Martin Teaching and Learning Support Office University of Manchester

The experiences of students in junior cycle Emer Smyth, Allison Dunne, Merike Darmody, Selina McCoy.

Some ideas developed at Heathfield Community College Learner Voice network meeting 26 th March 2009.

P.I.P. Action Research SUMMATIVE ASSESSMENT FEEDBACK METHODS MIKE GEORGE.

Retention and the first-year student experience of higher education in the UK Bernard Longden.

Audio-feedback Background – why I did it. My experiences – what I did. Student feedback – how did it go?

Study Pathways OUR CURRICULUM Lots of experiences in years Teaching methods focused on personalisation and progress. Pathways with a degree.

Integrating e-learning into your practice Stuart McGugan Educational Developer Centre for Lifelong Learning

Cascade project Update on progress. Project aims To identify and implement appropriate technological support for the Department’s courses which vary widely.

HEARing Student Voices Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback Jennie Blake, Research Associate Patricia.

HEARing Student Voices Self Portraits and Perpetual Motion: The Student Experience of Informed Choice and Feedback Jennie Blake, Research Associate Patricia.

21/04/2015 Electronic Management of Assessment. Overview » Introductions » Jisc Electronic management of Assessment (EMA) project and study » Headline.

Assessing Students’ Understanding of Leadership Theory through an Online Multiple Choice Test: Lessons from a Manchester Leadership Programme Pilot.

Cambridge Snapshot 2008 User education and research skills training across the libraries of the University Emma Coonan (UL) & Catherine Reid (Lucy Cavendish)

Academic Writing Support in Geography Kirsty Williams 17 th June 2009.

In ten slides or less Exemplar(y) Writing. Academic Writing Modular v. Integration Writing to Learn v. Writing in the Disciplines Wants v. Needs.

Assessment and Feedback in the IAIS Tom Filer and David Awit.

Quality Enhancement Plan Students Achieving Improved Learning Strategies Quality Enhancement Plan Students Achieving Improved Learning Strategies.

BMAN10780: Business and Management Skills Peter Naudé Anna Goatman A 1.

1 Session #2 Academic Vocabulary

AP Spanish Language & Culture Exam Format. Exam – May 6, 2014 A.M. Make-up exam – Weds., May 21, P.M.** Duration – about 3 ½ hours with a silent 10 minute.

General Practitioner Involvement in Tutoring and Examining Medical Students.

Jeremy Hall Nicholas Jones Wouter Poortinga An Exploration of Assessment Practices at Cardiff University’s Schools of Engineering, Psychology and the Centre.

Feedback on exams Vicki Bruce On behalf of School of Psychology.

UNIVIRTUAL FOR INSTRUCTIONAL DESIGN Versione 00 del 29/07/2009.

Transition, Engagement and Retention of First Year Computing Students Heather Sayers Mairin Nicell Anne Hinds.

2015 AP US History Exam. Section I Part A: Multiple Choice 50–55 Questions | 55 Minutes | 40% of Exam Score Questions appear in sets of 2–5. Students.

Lost but looking for the trail: The student experience, resources, and choice Jennie Blake, Research Associate University of Manchester Patricia Clift.

If you don’t know where you’re going, any road will take you there.

GLASGOW CALEDONIAN UNIVERSITY CALEDONIAN BUSINESS SCHOOL INNOVATION AND BUSINESS DEVELOPMENT GROUP.

Faculty Information Needs: Online Survey at UCSF Gail Persily Janice Contini CNI, April 2007.

Self Portraits and Perpetual Motion: Resources for choice, feedback, and the student experience A NTFS Funded Project Val Wass University of Keele Patricia.

Department-Level Data Collection and Use Chris M. Golde Stanford University.

CPLA Video Case Studies Making Media Nursing. Making Media - Background First year, semester long 20 credit core module Involved 200 students with 4 staff.

What are your- Goals Abilities Interests Values Skills Know where you’re going, and how you expect to get there.

Oral vivas in final year assessment Trevor Simper Senior Lecturer SBS ext: 3978

Welcome! QEP In-service August 18, 2008 Welcome! QEP In-service August 18, 2008.

EQAL, E-Learning and Effective Embedding Dr Neil Ringan Centre for Learning & Teaching.

TOMORROW WHEN THE WAR BEGAN Available online at

CAMPAIGN COMMUNICATIONS. THREE COMMUNICATIONS THEMES Engaged Teaching and Learning CC’s Reach.

TLCP Workshop Thurs. Oct. 25, 2007 Given by: Judit Sastre.

Improving Students’ Relationships with Advisors Shirley Rose English 106 July 23, 2003.

Innovative Assessment Carol John and Zoë Davis Disability and Dyslexia Service.

Advising the College Millennial.. and their Parents Eller College of Management Cindy Elliott Academic Advisor.

Curriculum Database for Career Academies and Linked Learning Pathways Annie Johnston and Erin Fender College & Career Academy Support Network (CCASN),

Improving the Student Experience 1012/13 Professor Kelvin Everest.

Building a HEAR through supporting student development Trish Lunt, University of Liverpool Patricia Clift Martin, University of Manchester.

Instructional Design Ryan Glidden. Instructional Design The process of planning, creating, and developing instructional or educational resources.

Intentionally Targeting Student Learning Outcomes through Course Assessment and Design Patty Roberts, Ph.D. Patricia Noteboom, Ph.D NASPA INTERNATIONAL.

©2006 Richard Watson Todd Finding the Needs of KMUTT students

HEAR Trial Meeting 13 May HEAR trial meeting The Grand Connaught Rooms, Great Queen Street, London 10.30am – 3.30pm Thursday, 13 May 2010.

Connecting and collaborating with University departments to achieve a more impactful curriculum career education Anna Graves, Kim.

The Manchester Approach to the HEAR Patricia Clift Martin Teaching and Learning Support Office University of Manchester

Overview of Course Assessment Advanced Higher Component 4 – Performance 50 marks Component 3 – Portfolio 30 marks Component 2 – Question Paper: Listening.

Office of School Improvement Contractor Update Division Leadership Support Team Meeting The College of William and Mary March 31, 2014.

RESE 1031 Thematic Independent Studies Lecture 1 - Essay #1.

WELCOME! After you’ve set your belongings down go around the room and read the 7 Characteristics of Teachers and Writing When you have finished reading.

Michael Henehan, DO San Jose-O’Connor Hospital

Effectively Accommodating Low-Vision students

Motivation to Redesign

Instructional Coaching Samir Omara RELO-NileTESOL Trainer s. m

ICT in Schools, Universities and Colleges

Network of Communities of Practice at Hope

Course Rep Forum 29/03/2017.

Multiple Choice—55 Questions | 55 Minutes | 40% of Exam Score

Blended Learning Phased Assessment Employability Strategy

Pedagogical Practice, Shift, and Professional Growth in Online Courses

Aim: How do I ACE the SAQ (Short Answer Question)?

Presentation transcript:

HEARing Student Voices Patricia Clift Martin Teaching and Learning Support Office University of Manchester

HEARing Student Voices Research Questions Broad: How do students make educational choices within differently structured curricula? How do employment aspirations influence choice? How can the HEAR best be designed to meet student needs? How does formative assessment influence academic and career development? Specific: What factors influence unit choice? What methods of feedback do students prefer and find useful? How can the HEAR be constructed to inform choice and maximise use of feedback?

HEARing Student Voices Project structure Phase 1: Single discipline focus groups in English, Geography and Pharmacy – each group met twice Mixed discipline focus groups Individual student interviews Single discipline staff focus groups Other HEI single discipline focus groups Qualitative analysis Phase 2: Action research with staff and students using the formative HEAR in different models Inform technical development of the formative HEAR Recommendations on feedback and assessment planning

HEARing Student Voices Emergent themes Significant differences between declaration and practice (i.e. use of feedback/ choice of resources) Feedback seen as a perpetual motion machine – integration was a problem Creating an image of who/where they wanted to be but not knowing how to get there Confusing directions/ lack of clear maps Choice paralysis

HEARing Student Voices Practical Recommendations A time period when students can visit lectures to get a taste of them so they don’t go in blind when choosing. "They could put little video snippets online of say like 5 or 10 minutes of lecturers” Access to essays and exams to go over after feedback has been received Something that would reassure them that there was a REASON to go and have the conversations – more effective structuring Academic advisors have access to the student’s marks and can discuss with them/catch trends and issues with them. “Some sort of document where all of the information was so they [academic advisors] knew who you were and what you were doing”.