PG Cert AP: Day 8

First day of my optional module, Assessment and Feedback for Learning, began with a discussion of how assessment can be used for learning, rather than as a tool to measure learning. The module has this concept at its core and, as such, the main assessment of this module is to critically analyse two assessments that you have used or written previously. There is also a second assessment, to write a personal reflective report on how you have found the problem based learning approach taken in this module, and how what you have learned impacts on your own academic practice. Very meta.

After setting out the learning objectives and the assessments of the modules, the remainder of the day was spent discussing the various factors and contexts which influence how assessments are set and marked. These included how student expectations have changed as a result of the marketisation of the sector, the university’s generic assessment criteria and how that relates to the learning outcomes on individual modules, and the cascading down of risk onto lecturers, e.g. pressures around graduate employability and how that influences the assessments which are set.

We also discussed the difference between formative and summative assessment, and how and why students often see formative assessments as options. There was a little about Foucault’s ‘regimes of truth’ (got to love a bit of Foucault!), and the concepts of the hidden curriculum and expectations – that everyone has a certain baseline IT literacy for example.

PG Cert AP: Day 2

The morning session picked up EDPM05 where it left off the week before, discussing curriculum design and setting learning outcomes. There was a discussion on the distinction between learning outcomes which are for students, and learning objectives which are more of a tool for staff when designing the curriculum. Advice given for writing good learning outcomes was to phrase them in the future tense, and make them achievable, assessable and easy for students to understand. It was recommended to build each outcome around a measurable verb, e.g. reflect, hypothesis and solve for high level outcomes, and describe, identify and measure for low level. Bloom’s taxonomy was cited as a source of inspiration in looking for these. In terms of practical considerations and UK HE culture, we were advised not to set too many learning outcomes as they need to be assessed, and too many learning outcomes can quickly lead to assessment overload.

To put this into practice we were given an example from a real-world module which, when inherited by the current programme leader, had 24 learning outcomes, and we were asked to find ways to reduce these. The programme leader actually got these down to 9 by clustering a number of them. Removing any of the outcomes wasn’t a possibility because that would have constituted a major change and triggered a re-validation.

The afternoon session was for EDPM08, the optional module on Digital Learning which I am teaching on, so I was there not as a participant but as a teaching assistant to support the discussions that were taking place. Today’s session utilised an audience response system so there was a discussion about the merits of using dedicated handsets over newer app and text based systems such as Socrative and PollEverywhere. Research was cited showing that such systems increased student enjoyment and engagement.

There followed a live application to get learner’s feedback on a discussion of Marc Prensky’s argument that today’s learners can be classified into digital natives or digital immigrants, depending on whether or not they have grown up with the internet. Critiques of this argument that we discussed included evidence that the multitasking Prensky claims digital natives are capable of is actually detrimental to performance, that he creates an artificial barrier between generations, and that the ability to manage the types of non-linear and non-hierarchical leaning spaces generated by the use of hyperlinking is more a matter of a person’s working memory capacity and pre-existing knowledge than any skills they may have gained by growing up with modern digital technologies.