Past Event details

Webinar: Assessment and Feedback

Thursday, 21 November 2019

 This Webinar is part of Share your Research: A programme of Online Webinars. This series is intended to facilitate the sharing of cutting edge and innovative research, globally. These webinars enable lively debate and constructive feedback from interested peers. These sessions are open and free for all to attend. 

 
 
Chair: Samuel Dent, Nottingham Trent University 
 

1.     Assessment and feedback as socio-cultural practices: a narrative inquiry into European postgraduates’ A&F experiences, engagement and development of A&F intercultural competence Veronica Rovagnati, University of Kent

The reality of an increasingly diverse student body at UK HE institutions (Teichler, 2017; Spencer-Oatey and Dauber, 2017) highlights the need for intercultural learning and academic understanding, in a context of internationalisation where the interests are mostly of economical nature and the focus is on marketization and students are perceived as ‘customers’ (Ploner, 2018).

University teaching, learning and academic practices have not been explored in relation to changing contexts and players, nor have they been reconsidered, revaluated or adjusted (Knight, 2013), and international student (IS) challenges with academic practices that are context and culture related have rarely been considered (Campbell, 2012; Janjua et al., 2011). In particular, the practices of assessment and feedback (A&F) have been thus far neglected, although they are social practices influenced by cultural, disciplinary and institutional contexts and are ‘embedded in the values, relationships and institutional discourses’ of academia (Lea and Stierer, 2000:2). A&F have a crucial role in student learning and development (Hattie and Timperley, 2007; Carless and Boud, 2018), and students need to understand and enact the feedback for it to be useful (Boud and Molloy, 2013).

This project looks at European postgraduate taught students’ experiences with A&F in UK HE, rejecting the Easter-Western dichotomy of educational systems and looking at differences within the ‘Western’ region. Students’ socio-cultural and linguistic backgrounds, A&F literacies and literacy histories are investigated within a framework of A&F intercultural communicative competence (ICC). European students’ development of A&F ICC is explored throughout their 1-year PGT experience in relation to A&F understanding and enactment.

Narrative inquiry is employed as a methodology, and narrative frames, audio diaries and narrative interviews will be employed as methods of longitudinal data collection, beginning in October ’19.

 

2.     Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment Tamara Wiehe, University of Reading

 

Student-staff partnership is an effective way to proactively engage students in higher education with many benefits for students, staff and the institution (Healey, Flint & Harrington, 2014; Higher Education Academy, HEA, 2015). Useful frameworks exist such as the University of Reading’s Principles of Partnership (UoR, 2019) to guide academics when engaging students in partnership projects, however, there is limited guidance on how to engage diverse learning communities such as professional practice students. Student engagement in the re-design of the assessment was essential to ensure that we were addressing the issues they identified but this needed to go beyond the basic level of in modular feedback. How to go about this with busy working professionals was a challenge we faced from the outset. This project successfully engaged harder to reach students in the redesign of an assessment using course representatives, electronic surveys and a virtual focus group. The new assessment was approved by programme directors and the External Examiner (EE) for implementation with the next cohorts. In summary, student-staff partnership can be achieved with harder to reach students if staff use their expertise to create inclusive opportunities for student engagement. Students can develop their skills for University and employment, the institution can improve its place in relevant league tables if students work collaboratively to address issues with teaching and learning, NHS Improving Access to Psychological Therapies (IAPT) services and its patients can benefit from a more stable workforce through improved staff wellbeing, and staff have the opportunity to develop their professional practice by engaging in student-staff partnership projects. Incorporating diversity and inclusion training into staff and students’ time at University enables us to create and sustain inclusive learning environments for all. Future research could explore different methods to engaging diverse students in partnership as Universities are continuing to attract a wider range of students with varied needs

Network: Newer Researchers
Date(s): Thursday, 21 November 2019
Times: 13:00 - 14:00
Location: https://srhe.adobeconnect.com/r2f5au7wtj6d/
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