1. The ESCAPE Project – an overview
Mark Russell
The University of Hertfordshire

2. The domain

3. Awareness/interest/try/embed
Ways of working
Not dictating solutions
Supporting informed choice
Used research informed principles
Appreciative Inquiry
Awareness/interest/try/embed

4. Beyond the quick fixes

5. Map Current Practice to Themes
Provide a space to explore and discuss (structured)
Map Current Practice to Themes

6. 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

7. Acknowledge that difference exists
Pedagogy
Context
Technology Ch P C T Ch P C T Ch P C T Ch

8. “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.”

9. 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)

10. Assessment for Learning Diagnostic
Diagnosis tools
Assessment for Learning Diagnostic

11. Features and Consequences
Showing the ‘features and consequences’

12. Example (part) Case Study
Showing examples (linked to themes)

13. Themes in Practice (TIPs)
More assessment TIP’s (Themes in Practice)
Themes in Practice (TIPs)

14. Student facing too

15. Numerous legacy resources

16. 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…

17. Links to some ESCAPE resources
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