Teaching and Learning in Higher Education
저자: Petro Nel
1. Managing the Assessment Process
1.1. IN A NUTSHELL: This LU provides guidance on the logistical elements of assessment, as well as what happens after an assessment, such as best practice for marking, moderation and reflective practice, as well as providing effective feedback.
1.1.1. Managing Assessment in Different Roles
1.1.2. Marking and Academic Judgement
1.1.3. Providing Effective Feedback
1.1.4. Moderation
1.1.5. Reflective Practice
1.2. WHAT DO I STILL NEED TO FIND OUT? I want to find out more about how reflective practice can be used to change programme assessment plans and incorporating feedback into the process.
1.3. On completion of this learning unit, you should be able to: Discuss the typical roles and its related responsibilities in the assessment system with particular reference to maintaining reliable assessment procedures; Explain different approaches to marking; Identify practical strategies to enhance marking practices; Develop memorandums, assessment criteria, grade descriptors and marking schemes to improve accuracy of marking; Apply best practice marking guidelines for peer marking and marking of group assignments; Discuss the role of feedback in raising student achievement; Describe how to integrate guidance and feedback throughout a programme; Justify the use of feedback as a way to enhance student learning; Identify feedback strategies that support student self-regulation in terms of assessment in the HE context; Justify the use of moderation as means of ensuring fairness, reliability and consistency in marking in the HE context; Describe the process of moderation as it applies to the HE context; Review the concepts ‘reflection’ and ‘reflective practice’; Evaluate your approach to assessment in your discipline from different perspectives; Apply relevant techniques and tools to reflect on your assessment practice with the aim of improving it.
1.4. Prescribed material: Chapter 6, 7, 8, & 9 of Developing effective assessment in higher education, Bloxham & Boyd, 2007. Chapter 24 of A handbook for teaching and learning in higher education, Fry, Ketteridge & Marshal, 2015. PT5, PT7, PT13, PT14 & PT18.
2. Postgraduate Supervision
2.1. IN A NUTSHELL: This LU is about what happens in the process of post-graduate supervision and what the roles of supervisors and students are.
2.1.1. Student-Supervisor Relationships
2.1.2. Academic Guidance and Support
2.2. WHAT DO I STILL NEED TO FIND OUT? I want to find out more about how post-graduate supervision would work in my disciplines, i.e. the creative design disciplines.
2.3. On completion of this learning unit, you should be able to: Evaluate the impact of different supervisory styles on establishing relationships with students; Discuss the importance of positive and collaborative interaction between supervisors and postgraduate students; Discuss the roles and responsibilities of supervisors in maintaining positive and collaborative relationships with students; Recommend effective ways to avoid the breakdown of student-supervisor relationships and to resolving issues; Analyse the benefits and challenges of joint supervision; Identify principles that underlie good postgraduate supervision practices; Apply practices of effective postgraduate supervision to given scenarios in the HE context.
2.4. Prescribed material: Chapter 13 of A handbook for teaching and learning in higher education, Fry, Ketteridge & Marshal, 2015. PT15
3. Contextualising Quality Assessment in Higher Education
3.1. IN A NUTSHELL: This LU is about the importance and purposes of assessment, the basic principles involved with assessment and feedback. Particularly important is the purposes of assessment and the role that feedback plays.
3.1.1. The context of assessment
3.1.2. Purposes of Assessment
3.1.3. Principles of Assessment
3.2. WHAT DO I STILL NEED TO FIND OUT? I want to find out how to improve my feedback practices and include effective feedback in the curriculum
3.3. On completion of this learning unit, you should be able to: Describe the concept ‘assessment’; Explain the importance and significance of assessment in HE; Discuss the impact of current challenges and pressures in HE in South Africa on assessment practices; Explain the relationship between assessment and learning; Compare the perspectives of assessment for, of and as learning; Discuss the various purposes of assessment in HE; Explain the relationship between feedback and learning; Explain how feedback can be used to develop learning-oriented assessment in your discipline; Discuss the principles that underlie good assessment practices; Apply the principles of assessment within the context of the purposes of assessment.
3.4. Prescribed material: Chapter 1, 2 & 3 of Developing effective assessment in higher education, Bloxham & Boyd, 2007. Chapter 8 of A handbook for teaching and learning in higher education, Fry, Ketteridge & Marshal, 2015. PT1, PT6, PT8, PT11, PT12.
4. The Educational Impact of Assessment
4.1. IN A NUTSHELL: This LU takes a deep dive into preparing students for assessment and feedback. It also looks at the importance of inclusive assessment
4.1.1. Preparing Students for Assessment
4.1.2. Inclusive Assessment
4.2. WHAT DO I STILL NEED TO FIND OUT? I want to know more about specific practices that can be implemented in SA to make assessment more effective and inclusive.
4.3. On completion of this learning unit, you should be able to: Discuss the importance of preparing students for assessment; Explain how feedback can be used to prepare students for assessment; Identify practical methods to support student understanding of assignment requirements and criteria; Suggest an approach for dealing with student diversity in assessment in HE; Recommend effective ways to create equal opportunities for all students to fully engage with assessment; Recommend specific ways in which disabilities can be supported in assessment in HE.
4.4. Prescribed material: Chapter 5 & 10 of Developing effective assessment in higher education, Bloxham & Boyd, 2007. PT2 & PT16
5. Planning and Developing Assessment
5.1. IN A NUTSHELL: This LU addresses the importance of developing an assessment strategy in a module and programme, and provides practical guidance for how to go about planning these. Additionally, this LU provides info on different assessment methods, computer aided assessment and assessment in the disciplines. This LU is great to use as a practical guide for what to do/not to do.
5.1.1. Planning a Programme Assessment Strategy
5.1.2. Planning the Assessment for a Module
5.1.3. Diversifying Assessment Methods
5.1.4. Computer-aided Assessment
5.1.5. Assessment Practice