This workshop is part of the PGCHEP Module 2 programme at UCS for new lecturers.
The following would be of interest to lecturers, staff developers and curriculum managers.
The workshop design focusses on engaging participants to make a more informed decision around how they might use technology enhanced feedback and assessment.
The emphasis is to encourage lecturers to select a current module they are teaching, articulate the assessment and feedback model (summative and formative), and redesign the module based on conversations, and as an outcome of the workshop.
The discussion around the opportunity of a win, win, draws on the context of current good practice across the UK HEIs, incorporating, the principles of good feedback, making time in the classroom for discussion, and the benefits of more even assessment patterns. A theme running across these areas are the concepts of feedback and feed forward.
The benefits of a more even assessment pattern were based on the findings of the ESCAPE Project, at the University of Hertfordshire. I'd encourage you to watch the video linked below.
The discussion shifts to a few examples of where appropriate design has enabled technology enhanced assessment. For instance, the screenshot below highlights how the assessment pattern has been evened out through replacing an essay with a set of short answer and MCQ papers. This aims to reduce the stake, increase the frequency, and the quantity and quality of feedback and feed forward to the student without a significant increase in staff workload. These type of examples were used to stimulate discussion and creative ideas across the group. It is not viewed as the solution, but more a point to start discussions.
Screenshot from workshop
The final aspect of the workshop was for the lecturer to revisit their module assessment and feedback model to redesign to incorporate these new possibilities.
The slides of are available below.
If you have any questions how you might do this, please email the Elevate Team (firstname.lastname@example.org)