This presentation was delivered on the 11th June 2010 as part of a workshop for Economics in the University of Ulster
It included an overview of the work of the Viewpoints project (helping Ulster staff with curriculum design) and an interactive workshop to let staff redesign their assessment and feedback strategy for a course.
1. Curriculum Design, Assessment & Feedback and Creativity & Innovation Economics Workshop Karen Virapen, Roisín Curran and Catherine O’Donnell Viewpoints Workshop (10.00 – 12.00) 11 th June 2010
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15. Task 8 - sharing plans (15 minutes) One or two members from each group briefly feed back your progress. Share the key features of your group output . (Approx 5 minutes for each group)
19. Group 1 Scenario: Improve dissertation standards Why: To bridge gap between module-based assignments and independent research.
20. Group 2 Scenario: Improve feedback methods Why: Students fail to engage with written assessment feedback.
21. Group 3 Scenario: Effective use of an ePortfolio Why: Course up for revalidation – artefacts could be useful beyond the module.
22. Group 4 Scenario: ‘Reflect on Me’ Why: To allow students to develop skills and share these across modules.
23. Group 5 Scenario: Improve student engagement Why: Course up for revalidation – going to be using a blended approach (combination of block face-to-face teaching and online learning).
24. Group 6 Scenario: Student Assessment handbook Why: To help 1 st year students initially in their transition to higher education.
25. Group 7 Scenario: Enhance CAD feedback Why: Enhance A&F to measuring student ability to analyse and manipulate drawings and make constructive comments about example drawings.
27. Example A&F output Example assessment and feedback output from workshop with PhD students as part of an ‘Assessment for Learning’ session with their lecturer.
33. Further information Project blog: http://viewpoints.ulster.ac.uk CIES R&R Programme: http://www.cetl.ulster.ac.uk/elearning/rrs/ RLO CETL: http://www.rlo-cetl.ac.uk Dr Alan Masson, Project Director - [email_address] Catherine O’Donnell, Academic E-Learning Consultant - [email_address] Karen Virapen, Instructional Technologist – [email_address]
Notas do Editor
We could have one course level sheet and get staff to look a a&fobjective(s) at top level first. (Could bring some creativity cards tooin case they would be useful. They do not wish to consider Info skillsat this time.)
Redesign A ssessment for semester 1, year 1 There is too much of a gap between staff expectations of students abilities and student expectations of what studying at University is all about Alan or Karen could you write key points on flip chart?
.* We could maybe return to the course level and check if anything needsadjusted or actioned course wise.
Viewpoints involvement in the CETL Institutional E-learning Services (CIES) Reward and Recognition (R&R) programme -