Only one more sleep to Teaching and Learning Day at DCU…. that’s if I get any sleep. It’s been a hectic week. I submitted my EdD thesis at the beginning of the week!!! I will say more about that another time as I am a bit mentally exhausted after the marathon of writing/editing in the last few months! Anyway I hardly drew a breath and Teaching and Learning Day is on tomorrow.
We kick off with a student panel discussing issues and experiences of assessment and then leading into how presentations on assessment design by lecturers here at DCU.
See the timetable for more http://www.eventbrite.ie/e/teaching-and-learning-day-tickets-25774008754
Anyway I have written some notes for the welcome address which I hope will settle participants into the assessment and feedback theme for the day:
“Assessment is the senior partner in learning and teaching. Get it wrong and the rest collapses” (Biggs & Tang, 2011, p. 221). In proposing a “preferred future” for assessment, Earl (2003) has written about the need to think beyond the pervasive practice of marks-based summative assessment of learning to consider assessment for learning and ideally assessment of learning.
To this end the DCU TEU has organised today’s T&L event so that those who teach and support teaching at DCU can share practice and experience about existing assessment elements, and their design into curriculum
We hope this will stimulate cross-disciplinary exploration of new strategies for assessment
Indeed this event contributes to the “enhancement theme” 2016-18 of the National Forum for the Enhancement of Teaching and Learning in Higher Education, where Assessment strategies OF, FOR and AS Learning, where discussion and debate of these topics is a major focus
There have been strong arguments to rebalance the traditional assessment in the curriculum, reducing the level of weighting given to high stakes Assessment OF Learning (summative) and giving stronger emphasis to Assessment AS and Assessment
Students’ and Teachers’ knowledge, skills, attitudes, and emotions are central to enabling changes in many of these assessment tensions in higher education.
1. Starting with the panel discussion of students, giving educators the opportunity to hear the student voice. What do students think and feel about assessment processes in higher education? How are assessment processes working for them?
This panel is a very relevant discussion to highlight issues encountered by students, serving as a relevant and topical foundation for the day’s events
2. Assessment change can be supported by professional development of staff across the disciplines who teach. Presentations from various staff [school of Nursing and human sciences, the Institute of Education, Schools of Science, DCU business school, school of computing] each sharing practice and experience of assessment and feedback processes at DCU
3. In the afternoon a workshop on feedback by the “Year 1 Feedback project team” promises a lively discussion among staff on feedback
Overall this event will be a stimulus for questions:
- How can students become more engaged with assessment enhancement?
- How best might we promote assessment literacy among students and support students to become more engaged in the assessment process?
- How can the curriculum and the learning environment be designed to enhance assessment?
Finally this event is important, as it brings staff from across the NEW DCU together, in situ to discuss, share, and reflect on the practices of teaching, a valuable event in the DCU calendar to plant possibilities of ideas for teaching into the next academic year