Assessment in Higher Education Conference University of Cumbria 8 th July 2009 Gill Davison, CETL, Northumbria University

 Rationale for research  Definitions of Authenticity and Learner Autonomy  Theoretical framework  Research design and methodology  Research process  Preliminary findings

 Development of Assessment for Learning (Black and William (1998)  Leitch Review of Skills (2006) – National agenda to raise the standards of learning  Higher Education Funding Council objectives (2007) – the development of ‘Lifelong Learners’  Subject Review (QAA) identified improvement in assessment as: ‘The single intervention by universities and colleges that would improve the quality of the student experience’.

 Authenticity is a contested subject - dependent on context, cultural norms and values. Can be viewed as subjective and a relative term (Gulikers, 2006)  Authenticity became popular in learning theories such as situated learning, experiential learning and cognitive apprenticeship (Brown, Collins & Duguid, 1989). Focuses on learning in meaningful contexts  Common denominator is learning undertaken to acquire and apply knowledge, skills and feelings in an immediate and relevant setting

 Long history in philosophy of education and pedagogy  Many misconceptions about the term – has been confused with ‘distance learning’ ‘independent study’ and ‘self-directed study’  Core meaning is ‘self-government’ (Mele, 1995), further definitions include: ‘master of oneself’ (Boud, 1988), ‘a mind of one’s own’ (Ecclestone, 2002).  Pedagogical interpretations include: personal, procedural, rational, critical, subject and relational.

Theoretical framework Relational theories of autonomy Socio- constructivist views of knowledge Situated views of learning Gullikers theory of authenticity

Qualitative Research Design Explanatory Multiple Critical Case Study Approach Cross case Interpretive Analysis Thematic coding Semi- structured Responsive Interviews Non- probability snowball Sample

Pilot Interviews and Class Observations (Politics module) February - May 2008 Performing Arts & History 1st Interviews Class/Field Observations October 2008 Reduce the Data and Identify Themes (Iterative process). Develop questions for 2nd Interviews. Class /Field Observations November 2008 Performing Arts and History 2nd Interviews - informed by themes from 1st Interviews. Class/Field Observations December 2008 Reduce the Data from 2nd Interviews. Identify themes. Develop questions for next Interviews January 2009 Geography and Politics 1st Interviews - informed by themes from previous Interviews Class /Field Observations February 2009 Reduce the Data from 1st Interviews. Identify themes. Develop questions for final Interviews March 2009 Geography & Politics 2nd Interviews - informed by themes from previous Interviews Class/Field Observations May 2009 Performing Arts 3rd Interviews (Community based). Informed by themes from previous interviews. May 2009 Thematic Coding and Cross Case Interpretive analysis

 Authentic tasks have acted as an initial ‘hook’ which have ‘intrigued’ and engaged learners  Authentic tasks can ‘upset’ expected power/role relationships and develop learner interest  Learners became increasingly engaged as they found the task meaningful and relevant  Negotiation of assessment criteria, transparency of process, clarity of expectation and formative feedback have maintained and increased learner engagement

 Assessment tasks which explicitly required learners to provide evidence of their reflection during the module helped to promote deep learning and autonomy  Different types/levels of autonomy were developed at different stages of the task  Resistance to the task was experienced by some learners – resulting in different levels of progress and engagement

 Further development of themes and concepts  Thematic coding  Cross case Interpretive analysis  Identification of factors within authentic assessment tasks which may help promote autonomous learning

 Thank you for attending this session. As this research is work in progress, I would appreciate any feedback you have on any stage of the research and any of the theoretical concepts outlined today.  My address is:   Or please come and visit!  Centre for Excellence in Teaching and Learning, Northumbria University, Newcastle upon Tyne