Evaluation of teaching practice (Teaching and support approach)
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Introduction:
I selected Personal progression Project (PPP), a 40 credit, 10 weeks project at level
4, for this case study. In this unit, it supports a more independent learning approach
to produce a substantial body of work that show case students’ personal interests
and area of intended progression in a presentation. I was responsible for the unit
structure and its delivery and assessment. This is a longer project compared to
previous unit with double the amount of credit.
My case study is focused on teaching and suport in the assessment. My thoughts
are how to engage students in a formative assessment? How to create a link
between summative and formative assessment?
I recently designed a workshops session on ‘PPP Research Zine’ as part of formative
low risk assessment: the work contributes to the summative task. This allows
students to engage with the assessment criteria and provides them with necessary
feedback to improve their outcome. It is imperative that the rationale behind the
formative task is transparent. Students will gain clarity in the formative
assessment. Russell et al. (Russell & Bygate, 2010) summarise a good curriculum
design, which is to embed assessment in the learning environment and anticipate
student’s learning behaviours with teaching for indented learning outcomes. Biggs
state such notion is signified as constructive alignment in teaching practice (Biggs,
2003).
I was particular inspired by Stuart’s constructive alignment as it provides a framework
for reflecting the idea of teaching and learning actives should question: what do you
want the student to learn? What is the best way to implement resources to enhance
learning? How do I assess the teaching and learning has taken place?
Good: The aim of the workshop is for students to Design and present a PPP
research Zine. It is a creative format to communicate their chosen topic and present
an early stage of the project working progress. This allows explorations, tests,
experimentation, drafts for potential outcomes. At the end of the session student
present a Tabletop exhibition to share with other groups. It is always exciting to see
the diverse range of Zines on display such as photography, film, and graphic
design. This is an opportunity for peer review and peer learning among the groups.
Outcome: It would be interesting to see how effective the formative assessment is. I
will review this once the student presents their work after the Easter Break. I would
be good to see the impact of the session once the unit is submitted for assessment.
Moving forward: I will collect student feedback from the session and ask students to
posted on the Padlet. Perhaps an evaluation of the session from the student’s point
of view. This will be used as feedback for me to review for the next Zine workshop.
Reference
Biggs, J. and Tang, C (2011) Teaching for quality learning at university (4th edn)
(Society for Research into Higher Education & the Open University Press Education &
the Open University Press).
Biggs, J. (2003) Teaching for quality learning at university (2nd edn) (Buckingham,
Society for Research into Higher Education & the Open University Press).
Russell, M. and Bygate, D., 2010. Assessment for Learning: An introduction to the
ECASPE project. Blended learning in Practice