Transcript Document

Higher Education
Staff Development Day
11 September 2014
AGENDA
09:30-10:30
10:30-11:00
11:00-11:20
11:20-12:15
12:15-13:30
13:30-14:00
14:00-14:30
14:30-16:00
Assessment Practice
Assessment Review Process
Break & Tea/Coffee
Module Review Process
Break
Student Induction
What’s old&new for 2014-15?
APE Scrutiny &Tea/Coffee
ASSESSMENT
PRACTICE
PURPOSE
… of the Assessment Practice chapter of
the Quality Handbook is to serve as
guidance on the underpinning principles
and practice of assessing students and as
a repository and support for relevant
practices and guidelines.
Task 1- Assessment Practice
Staff are asked to read the revised
Assessment Practice
chapter of the Quality Handbook,
discuss observations
and queries and feed back
MAIN POINTS
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First marking [8.5.1]
Marking Guidelines [8.5.2]
Module Assessment Record (MAR) [8.5.3.2]
Verification of marks [8.6.1]
Double marking
Group marking
Sampling of work
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Verification requirements [8.6.2]
Moderation of marks [8.6.3]
Approval of marks [8.6.4]
Responsibilities [8.7]
ASSESSMENT
REVIEW
MONITORING & REVIEW PROCESSES
PURPOSE
… of the Assessment Review Process is to
verify that assessment briefs are appropriate
to the curriculum and that the assessment
strategies, marking criteria and evidence
required is appropriate in relation to the
learning outcomes
… and to confirm that verification of marks
has taken place and any moderation necessary
properly agreed and recorded
NB!
Assessment Review Peers will
check that the expected date
of the return of Summative
Feedback is entered as part of
the Module Information
PROCESS
Module Leader produces Module Brief and
Ensures this is uploaded on eStudio
Programme Leader reviews and approves Module Brief
Assessment Review Peer reviews Module Brief and
approves adding comments/signature on ARP form
Assessment Review Peer informs/discusses Assessment
Review outcome with Module Leader
Module Brief is made available and briefed to students
TEA & COFFEE
BREAK
MODULE
REVIEW
PURPOSE
… of the Module Review Process is to
allow for Module Leaders to reflect on
the most recent delivery of a module,
including the continuing appropriateness
of the content to the curriculum,
effectiveness of assessment methods,
the identification of proposed changes
and opportunities to share effective
practice.
PROCESS
Module Brief is approved by
Programme Leader and Assessment Review Peer
Module is delivered and assessed
Students complete End of Module Evaluation
Module Leader completes a Module Review Form
Module Review is approved by Programme Leader
Module Reviews discussed in Programme Boards and
considered in Annual Programme Evaluations (APEs)
MODULE REVIEW QUESTIONS
1. Issues raised in End of Module Evaluations?
2. Issues raised in Assessment Review or EE report?
3. Marks profile (Fails, Average and Standard Deviation)?
4. Do the module’s learning outcomes remain
appropriate?
5. Do the chosen teaching strategies remain appropriate?
6. Do the assessment strategies remain appropriate?
7. Identified areas of good practice or effective practice?
8. Evaluation of briefs and any changes since previous
year?
OTHER DISCUSSION POINTS
Module Leader completes review on behalf of Module Team
(module reviews should not be written in 1st person!)
Programme Leader MUST review and approve module review
The review is about the module, not college processes!
Module Reviews MUST be discussed during Programme Boards
and considered as part of the Annual Programme Evaluation
Considerations/Actions
Task 2 - Module Review
Staff are asked to look at
example Module Review Forms
and identify and discuss
good practice and where Module
Reviews could be completed
more effectively
LUNCH
BREAK
STUDENT
INDUCTION
PURPOSE
Why is
Student Induction
so important?
Essential information
• Academic Regulations
• What’s new?
• VLE/eStudio
• Formative and Summative Feedback
• Essential programme specific
information
ACADEMIC REGULATIONS
Level 4, 5 and 6must be inducted into the
Academic Regulations
Academic Regulations Presentation has been
updated and can be accessed via eStudio
Level 4 Academic Regulations Talks have been
scheduled in pairs or groups of programmes
Level 5 and 6 must be re-inducted, including
information on what’s new for 2014-15
Useful information
• Feedback mechanisms / What to do
if there is a problem!
• How students contribute to the
quality assurance and APE process
• How they will be informed of
changes (timetabling, modules)
• Useful programme specific stuff
WHAT’S OLD&NEW
FOR 2014-15?
EXISTING POLICIES
Mitigating Circumstances Policy and Procedures
…explains what students should do if they find themselves
experiencing unforeseen circumstances affecting their studies
Academic Malpractice Policy and Procedures
…sets out what the College sees as an academic offence, including
plagiarism
Attendance Policy and Procedures
…explains the College’s attendance requirements and what students
should do if they find themselves unable to attend classes
Complaints Policy and Procedures
…aims to support students in resolving issues or concerns that may
arise during their studies
Academic Appeal Policy and Procedures
…outlines students’ options with regards to appealing their results
ACADEMIC REGULATIONS
No major changes except:
• Recognition of Prior Learning (RPL)
• Summative Feedback for all modules
including late occurring modules
[Section 4.7.2]
• Anonymous consideration of a
student’s marks [Section 5.5]
• Non payment of debts [Section 14]
NEW POLICIES
• Fitness to Study Policy
NEW GUIDELINES
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Online End of Module Evaluations
Work Experience Guidelines
Blog Guidelines
Student Communications Guidelines
Collaborative Practice Guidelines
Formative use of Turnitin
FITNESS TO STUDY
A new policy to safeguard and
promote the welfare of the students
affected by serious or long term
conditions;
and to minimise disruption to the
teaching, learning and support of
other students
END OF MODULE EVALUATION ONLINE
End of Module Evaluation now online via eStudio
Importance of end of module student feedback
Information regarding online EOMs must be included in all
Module Briefings
All EOMs should be made available online on the day of
submission and remain open to student responses for 14
days
Programme Administration will email students
WORK EXPERIENCE GUIDELINES
Work experience within the programme
• Live Briefs
• Personal and Professional Practice modules
• Visiting Professionals
• Competitions
Work experience opportunities outside the programme
• Creative Networks
• Life After College programme
Work experience within an organisation
• Not formally required as part of a student’s programme
• Highly desirable
• Short period may be with an organisation during term time
• Health and Safety requirements
BLOG GUIDELINES
Using blogs for the purposes of assessment to
be agreed between the module leader and
programme leader before start of module
Using blogs for the purposes of assessment
should be articulated during initial induction
and module briefings
All blogs should be set up, with a ‘date and
time stamp’ in order to ensure submission
deadlines are met and recorded
STUDENT COMMUNICATIONS GUIDELINES
Primary Communication channels
Email and eStudio
Secondary Communications channels
Noticeboards (General & Studio), printed material,
text messaging, student portal, social media and
external websites
Other points
• Appropriate response times
• Staff should provide alternative contact if absent
COLLABORATIVE PRACTICE GUIDELINES
The opportunity for students to collaborate in any
module should be clearly identified and articulated as
part of module documentation on eStudio
The process by which collaborative work will be
formatively and summatively assessed should be
articulated at the start of the module
Collaborative projects must be agreed by the module
leader before the commencement of any work
Groups or collaborative partnerships should not be
awarded a single grade for the work submitted
FORMATIVE USE OF TURNITIN
Level 4 and 5 students to be provided with
opportunity to submit their interim/draft written
work for Context of Practice 1 & 2 to a draft
submission facility within Turnitin
Students submit drafts via eStudio and receive an
Originality Report for their draft outlining percentage
similarity
COP tutors to provide feedback/tutorials to the
students
The End for some…
Tea & Coffee for
the rest.
ANNUAL
PROGRAMME
EVALUATION
CRITICAL REVIEW
& SCRUTINY
PURPOSE
… of the critical review and scrutiny
process is to ensure that the Annual
Programme Evaluation (APE) is
evaluative and not merely descriptive.
It aims to ensure that the full range of
evidence available to the programme
team has been effectively used to
support the evaluations made.
PROCESS
CRITICAL REVIEW
Each APE is read and reviewed by two peers
Critical review pairs submit one Critical Review Form to QSO
SCRUTINY
Critical Review Peers provide a summary of their review
to the HE Committee APE Scrutiny meeting on 1 October 2014
HE Committee members agree on changes if appropriate
Programme Team carries out changes as agreed
by the HE Committee APE Scrutiny
APPROVAL
Final APEs are submitted to QSO for reporting to
HE Committee on 29 October 2014
DATES
8 September APE Version 1.0 deadline
11 September
Staff Development Event
17 September APE Critical Review Form submitted
24 September
APE Scrutiny papers to HE committee
1 October
HE Committee APE Scrutiny meeting
15 October
APE Version 2.0 deadline
22 October
HE Committee papers to members
29 October
HE Committee considering APEs
OVERARCHING QUESTIONS
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Have the programme team drawn from the full range of
the evidence base available?
Is data analysed rather than described or reported?
Are year-on-year comparisons made?
Is there evidence of comparing against the sector? For
example, with NSS or HESA stats
Have the programme team identified strengths and
weaknesses, areas where performance has
improved/declined, drawn conclusions, identified causes
behind trends, initiatives or actions to address issues, or
ways of sharing good practice?
Are specific examples provided to support and evidence
statements?
Does the APE focus on the academic and student learning
experience aspects of the programme?
Task 3 – APE Critical Review
Critical Reviewers
to get together, discuss assigned
APEs and make a start on the
Critical Review Forms
APE Scrutiny Speed Review
APE Group 1: Illustration, Animation, Graphic Design
Time Slot
Critical Reviewer 1
Critical Reviewer 2
APE
Time
1
Amber Smith
Mike Smith
Illustration
15:00
2
Mike Smith
Fred Bates
Graphic Design
15:20
3
Fred Bates
Amber Smith
DFGA & Animation
15:40
APE Group 2: Printed Textiles, Fashion, Creative Advertising
Time Slot
Critical Reviewer
Critical Reviewer
APE
Time
1
Sam Hudson
Duncan Harrison
Creative Advertising
15:00
2
Fabio Fragiacomo
Sam Hudson
Printed Textiles
15:20
3
Duncan Harrison
Fabio Fragiacomo
Fashion
15:40
APE Group 3: Visual Communications, Photography, Fine Art
Time Slot
Critical Reviewer
Critical Reviewer
APE
Time
1
Sheila Gaffney
Graham Tansley
Photography
15:00
2
Adrian Davies
Sheila Gaffney
Visual Communications
15:20
3
Graham Tansley
Adrian Davies
Fine Art
15:40
APE Group 4: Furniture, Interior, Art & Design (Interdisciplinary)
Time Slot
Critical Reviewer
Critical Reviewer
APE
Time
1
Cheryl Huntbach
Richard Jones
Interior Design
15:00
2
Steve Edge
Cheryl Huntbach
Furniture
15:20
3
Richard Jones
Steve Edge
Art & Design (Interdisciplinary)
15:40
APE Group 5: MA Creative Practice
Time Slot
Critical Reviewer
Critical Reviewer
APE
Time
1
Sarah Taylor
Sharon Bainbridge
MA Creative Practice
15:00
APE Group 6: Contextual Studies
Time Slot
Critical Reviewer
Critical Reviewer
APE
Time
1
Janine Sykes
Sam Broadhead
Contextual Studies
15:00