Here are the main slides I used. The two groups were very different on the 19th and 20th, and we got through quite a lot more on the latter. The slides here are composite, and include slides that one group saw and the other didn’t. As I explained, I ran the feedback workshop in a different order on the two days, and present the slides as used on the 20th, to demonstrate to participants present on the 19th that I wasn’t ‘leading the witnesses’.
For the assessment workshop, I’ve also inserted the ‘long’ version of the discussion on validity, reliability, etc, which you can use with the sheet I issued to self-rate a particular assessment of your own (I’ve also described how to do this in the 2nd and 3rd editions of ‘Making Learning Happen’). I’ve also posted the HEA 2012 slides, which I whizzed through on the final afternoon, but now you can use them to think about what we need to do to make assessment a lot better. I particularly enjoyed working with you on the 20th. Bournemouth feedback (11), Towards assessment as learning (15), HEA 2012 slides (3).
I’ve been thinking recently that ‘constructive alignment’ is only part of the story – even though it is a very sensible part. Here are some thoughts about a bigger picture. Post-Constructive Alignment? (53). (Written at Newcastle Airport on the way to Southampton and Bournemouth).
At the SEDA Conference last week in Nottingham, many delegates were astonished at the Museum presentation prepared by Peter Hartley and myself. The slides are downloadable here, including the Underhand Projector. Seda Museum slides (25). If you find these slides amusing, please Tweet the link! Thanks Peter for the idea.
Good to be back at York University after a few years. Here are the slides I used this morning in our workshop of Assessment, to which I’ve added the short input I made to the session on writing teaching portfolios in the afternoon. York (15) Please look at the post below this one to download my checklists in planning and reflecting on your teaching, and a critical comparison for eleven assessment methods. Search the website for ‘Ferrell’ if you want to download the excellent JISC publication on the electronic management of assessment (EMA) by Gill Ferrell.
Here are downloads of two bits from my forthcoming and recent books.
‘Planning and reflecting on your teaching’ comprises two quite detailed tables, and will be included in the 4th edition of ‘The Lecturer’s Toolkit’ to be published in early 2015. Planning and reflecting on your teaching (203)
By popular request the ‘Critical Comparison of eleven assessment types’ is a table adapted from Chapter 4 of the 3rd edition of ‘Making Learning Happen’ which was published by Sage in May this year. Critical comparison of assessment types (234). You might notice that ‘essays’ fare rather badly, especially under the ‘whodunit’ issue.
I hope you find these downloads useful – if so, please re-tweet the link!
Here are the main slides we used in our afternoon together SHU (26). You were great to work with, and I wish you well in implementing some of these ideas as you update curriculum for re-validation. I will shortly be putting a couple of further bits of my work on assessment up on this site, and these will appear in the next post – they may indeed be useful to you too.
Here are the main slides we used (password protected) over the two days on assessment, training and feedback Garda College (28). Here also (for anyone to download) is the pdf of my book on ‘Workshops that Work’ from the 1990s – some bits still useful today Workshops that Work (2719). You were a great group to work with, and I wish you well in your busy roles training and assessing in the coming months. I look forward to receiving your assignments on 11th December – the briefings are all in the slides.
Here are the main slides I used in our workshops on feedback, minus the pictures and video links. Great working with you all, and thanks for the many Tweets. New College Stamford (40) All best wishes putting what you can into practice for your students, in the context of often unhelpful and unwise procedures from your accrediting University and from BTEC!
To increase student satisfaction regarding assessment and feedback, the NUS’s own ‘Benchmarking Tool’ is a really good agenda for improvement of our provision NUS Assessment and Feedback Benchmarking Tool (125) here, or available from the NUS website.
Here are the main slides from our session this morning. Derby College: 26th September (81) Many thanks to the participant who received £1 for spotting my typo, which I’ve now corrected. (I have difficulty seeing my own typos!). I’ll be happy to return to go into more detail about ways of getting assessment more ‘fit for purpose’ and designing criteria – the status quo of assessment is not an option across the country at present. Great to be in your historic venue.
JISC published last month a brilliant report by Dr Gill Ferrell on the electronic management of assessment. Food for thought for all looking to modernize assessment and feedback in the digital age. The report should download from the following link:
Here are the slides for my 3rd (and final) workshop on ‘Making Foundation Learning Happen’ at UCLan on 24th September. UCLan 3 w (56). Thanks to participants for a lovely mixture of experience, open-ness, wisdom and humour at this session – Foundation learners will be safe in your hands. Thanks also to the Salvation Army, Preston who made us most welcome for the day – ‘may that peace which passeth understanding remain with us all’.
The following piece on planning and assessing critical incident accounts will be in the 2015 4th edition of ‘The Lecturer’s Toolkit’, but I thought it may be useful now too (it wasn’t in the 3rd edition). Critical incident accounts (89)
Here is a short piece on vivas, including a bit about pros and cons, and some tips for getting students into the processes leading to successful oral exams. This is from ‘The Lecturer’s Toolkit’ (from the existing 2007 edition, and the forthcoming 2015 edition). Nothing groundbreaking here, but could be useful. Vivas (82)
Here are the main slides I used in my two workshops on self- and peer-assessment ARU Assessment Fiesta (79). I’ve transcribed and included all your post-its – a great summary of the agenda for implementing self- and peer-assessment, thanks.
I did one extra bit in the morning workshop, which I did not manage to include in the afternoon one (age, excellent tapas lunch), so the afternoon folk might like to get someone from the morning group to talk them through the bit leading to that ‘missing word’. Have fun.
Both groups were great to work with. I also particularly enjoyed the roadshow of the excellent things that are going on regarding assessment at ARU – such enthusiasm, initiative and passion – very well done.
Here are the slides we used today, again protected by the password you formulated for me this morning. Sorry I couldn’t get them up earlier this evening – trains were delayed by a signal failure at Preston. UCLan 2 (71). Here also is a link to the paper I mentioned about making lectures interactive Active lectures paper (206). Thank you for being a great group – we covered a great deal more relevant to Foundation learning than happened with yesterday’s group. Bearing in mind how useful ‘verbalising’ is for deepening learning, you might like to talk through some of the extra things we did today, using the slides as aides memoires, with any colleagues you know who attended yesterday’s session.
Here are the password-protected slides from our day together on 9th September. Due to discussion of various matters, there are parts of the intended content not yet covered. I look forward to working with more colleagues tomorrow and on the 24th. uCLAN1 (76)
Really good to work with participants on Module 5022 on Thursday afternoon and all day Friday. Now in Dublin ready for flight home tomorrow. As promised, here are the main slides I used, minus pictures and weblinks. As always, the slides are just the information – the real essence of the module lies in the things we discussed, and the emphasis I made orally on matters such as how the module is to be assessed and so on, so if you missed any of this, do catch up by getting those present to fill in the gaps for you. Looking forward to seeing your assignments in November. Thanks also for several Tweets. Limerick: main slides from 4th and 5th September (82)