Event Themes: Assessment & Feedback; Academic Support
9.45-10.15 am: Welcome refreshments
10.15 am: Welcome from The Principal, Professor Paul Layzell
10.30-11.00 am: Session 1: Dr. Nick Lee (Teaching Fellow, Dept. of Media Arts)
From a Step to a Ramp – Smoothing the Transition from A-level to University
In the Media Arts Department many of our students do not arrive with the academic essay writing and critical thinking skills that we expect of them. For the academic year 2018/19 we intend to introduce a short three-week module delivered to the entire first year and designed to address this deficit. Assessment will be conducted through a range of micro-assessments which will be discussed in this presentation.
11-11.30 am: Session 2: Dr Ruth Cruickshank (Director of Comparative Literature and Culture, SMLLC) & Dr Danielle Sands (Lecturer in Comparative Literature and Thought, SMLLC)
Strengthening Depth-Learning and Metacognition with Portfolio Assessment: A Case Study from Comparative Literature and Culture
This workshop shares the research and development undertaken for the introduction of a portfolio assessment element in a 30-credit first-year mandatory course. The portfolio is designed to encourage metacognition; to provide foundational, enduring depth-learning practices; and to boost students’ learning experiences and degree outcomes from the very outset of the Comparative and Culture (CLC) BA. The session is designed to share the rationale for assessment change and to solicit feedback from participants.
11.30-12 noon: Break: refreshments
12-12.30 pm: Session 3: Dr. Joan Soler-Adillon (Lecturer, Dept. of Media Arts) & Dr. John Roberts (Senior Teaching Fellow, Dept. of Media Arts)
Live Marking & Peer Feedback
Live marking is an assessment methodology in which students are present at the time when feedback is given by their course tutors. It aims at creating a marking experience that feels to the student more like a two-way communication process than traditional written feedback. Additionally, peer assessment offers a way for students to further get involved in the process, as they actively contribute to assessing each other’s work.The workshop will present and demonstrate these methodologies, and discuss their implications and impact on the courses where it has been implemented.
12.30-1pm: Session 4: Dr. Stella Moss (Lecturer, Dept. of History)
Supporting Transition: Approaches to Helping First Year History Students Adapt to Writing at University
This paper explores the challenges faced by first-year History undergraduates in making the transition to writing at university. Some incoming students are used to writing at A-Level using essay templates, and experience some degree of disquiet when such an approach proves no longer appropriate - or indeed possible - in their studies with us. This paper explores how the History Department are tackling this issue, including with regards to study skills enhancement, building resilience and peer engagement.
1-2 pm: Lunch
2-2.45 pm: Keynote speaker: Professor Tansy Jessop (Professor of Research Informed Teaching, Southampton Solent University, and National Teaching Fellow)
Improving student learning through programme assessment approaches
In this talk I will argue that taking a programme approach engages students in a challenging and coherent experience of assessment and feedback which lights the fires of learning. Using large-scale evidence from ‘Transforming the Experience of Students through Assessment’ (TESTA) and established educational principles, I will explore how a programme-focused change process has engendered a culture shift in more than 50 UK universities, towards more coherent curriculum design and greater pedagogical awareness of formative assessment. This session will illustrate how programmes have designed formative tasks which engage students and help them to learn. It will showcase dialogic and programmatic feedback practices arising from TESTA, and provide some elixirs for curing student confusion about goals and standards.
2.45-3.15 pm: Session 5 Dr. Eilidh Cage, Dr. Ines Mendes & Dr. Danijela Serbic (Teaching Fellows, Dept. of Psychology)
Academic support for students with hidden conditions: Practical advice from psychologists.
Staff from the Department of Psychology will be sharing their experience and advice on how academic staff can best support students who have hidden or invisible conditions. Specifically, they will be discussing autism spectrum conditions, anxiety and depression, and chronic pain conditions, with the aim of providing advice which could be easily implemented into everyday practice.
3.15-3.45 pm: Session 6: Emma Burnett, Debbie Philips, & Rachel White (Library Services)
Embedding Information Literacy: opportunities and challenges.
Developing students' information literacy skills is an essential component of academic support, as they need to learn how to find relevant information they can trust, and how to use it in an ethical way. This workshop will explore the opportunities and challenges that embedding information literacy in the curriculum can present.
3.45-4.00 pm: Summation & Close