1. PGCAP Programme
Induction
27 September 12
Chrissi Nerantzi @chrissineranti
Dr Martyn Clark
@pgcap

2.  evaluate and apply theories of
assessment and feedback
 formative and summative approaches to
assessment
 assessment policies and practice in HE:
QA & QE
 peer- and self-assessment approaches to
feedback
 tools and technologies available for
assessment and feedback

3.  Problem Based Learning (PBL)
scenarios
 Module Tutor facilitates groups and
guides reading
 3 PBL introduction sessions: Weeks 2,
4 and 7
 Input sessions with guest speakers
 Celebrating learning in week 10
„tasting‟

4. 4
Areas of Activity Professional Values
Core Knowledge (HOW)
(WHAT) (WHY)
• Design and plan • Subject • Respect individual
• Teach/support • Appropriate methods learners and learning
• Assess/give feedback of teaching and communities
• Develop effective learning • Promote participation
learning environments • How students learn and equality of
and approaches to • Use and value opportunities
student appropriate learning • Use evidence-
support/guidance technologies informed approaches
• Engage in CPD • Methods for and the outcomes
incorporating evaluating from research,
research, scholarship effectiveness of scholarship and CPD
and evaluation of teaching • Acknowledge the
professional practices • Quality assurance and wider context in
quality enhancement which HE operates
recognising
implications for
professional practice
for Fellowship of HEA - evidence engagement with all of these
http://www.heacademy.ac.uk/assets/York/documents/ourwo
rk/rewardandrecog/ProfessionalStandardsFramework.pdf

5. activities location
week 1 Introduction to the module and PBL CW Seminar Room
week 2 PBL scenario 1 CW Seminar Room
week 3 input session: Marking and rubrics webinar
week 4 PBL tutorials CW Seminar Room
week 5 PBL scenario 2 ThinkLab (booked)
week 6 input session: Inclusive assessment and evening webinar
feedback (Dr Leslie Robinson and Heather
Davidson)
week 7 PBL tutorials CW Seminar Room
week 8 PBL scenario 3 CW Seminar Room
week 9 PBL tutorials CW Seminar Room
week 10 Assessment and Feedback consultancy event TBC

6. 6
PGCAP assessment criteria
 Competence and engagement within an area(s)
of relevance to the module (and, as appropriate,
to the UK Professional Standards Framework)
 Engagement with, and application of, relevant
research literature and theory
 Reflectionon your learning and the development
of your practice

7.  2x Group PBL reports (2000 words, 40%)
 PBL scenario 1 and 2
 Peer assessed
 Use Google docs and link to your e-portfolio
 Individual reflection on the PBL process and key
points learnt around assessment and feedback
including impact on practice(3000 words, 60% -
posts 1, 2, 3, 4, 5, 6)
 PBL scenario 3 useful
 Tutor assessed
 capture in your e-portfolio
Media-rich approach encouraged!

8.  Step 1: Explore the problem
 Step 2: Discover known and unknown,
plan your approach
 Step 3: Carry out your research and
share with your group
 Step 4: Apply – The research that you
do is then applied to the problem and
your own practice.
 Step 5: Present
Remember to rotate roles!

9.  Introduction to Scenario in F2F session
 Complete steps 1 & 2
 Check with tutor
2 weeks (suggest at least a weekly meeting)
 Complete steps 3 – 5
 Review other groups report, provide feedback

10.  Can be in any electronic format
 How easy is it for groups members to use
/ edit?
 Can you share with peers for review?
 Basic structure
 outline the potential issues
 summarise the literature
 propose possible solutions

11.  Assessment methods
 Effective feedback
 Formative assessment
 Inclusive assessment
 Marking / grading
 Quality assurance and quality
enhancement in assessment and
feedback
 Self and peer assessment
 Summative assessment
 Use of technology for assessment /
feedback
 Work-based / practice-based
assessments

12.  Books
 Journals
 Blackboard VLE

14.  A first year „long-thin‟ module was assessed by four
15 min summative practical assessments throughout
the year; two end of semester summative practical
exams lasting 30 mins each and a summative
assignment. As this course leads to a professional
qualification every component has to be passed. In
this format the following issues arose, many students
were trailing failure from early in the first semester,
the ability to catch up marred the students ability to
keep up with the new information and skills, students
became disillusioned with themselves and the
module. High stress levels for students on an ongoing
basis and for staff the ongoing summative
assessments were extremely time-consuming.

15.  Clarify your understanding of this
scenario with your group (and the tutor if
necessary).
 Explore the issues as a group.
 Indentify what you know about this from
your own experience and any reading that
you have done.
 Indentify something you don‟t know and
find one piece of relevant literature.
 From what you know, discuss possible
solutions.
 Prepare a „presentation‟ on your possible
solutions.
 Pair up with another group to „present‟
your solutions.

16.  Text-based
 Google Docs
 Other formats
 video (YouTube, welcome to use PGCAP
account)

17.  Your first contact
 Provides general
advice, support and
guidance
 Pastoral support
 Face-to-face and
remote tutorials (web-
conferencing)
 Signposts when further
assistance required
 For the whole
programme
Cristina Costa Pete Whitton

18.  The wheel of assessment and feedback
 “Food for thought” series on YouTube
http://www.youtube.com/playlist?list=PL1F8
7994463B50301&feature=plcp
 Blackboard

19. SOS to change labels for (summative, formative)
assessment, feedback, marking, moderating, using
technology, theories around assessment and feedback
19

20. 20
First name Surname
Role College/School/Service
Email Teaching experience
Tel
Mobile
Twitter
Mentor Good time for tutorials
Optional module (pick one) Anything else you would like to share with
your tutor?
Assessment and Feedback Strategies
Application of Learning Technologies
Curriculum Design and Programme Leadership
Flexible, Distance and Online Learning
Please note, all information provided are confidential.