Can technology help absorb the shock of the first undergraduate assessment in HE? Kate Kirk, National Teaching Fellow, Manchester Metropolitan University

Can technology help absorb the shock of the first

undergraduate assessment in HE?

Kate Kirk, National Teaching Fellow, Manchester Metropolitan University.

Starting out in HE-the journey to success

Starting out in HE-the journey to success

Starting out in HE- the ‘shock’ of the first assessment

The SHOCK ABSORBER an HEA National Teaching Fellowship Scheme Project

to Support and Retain the First Year Learner.

Kate Kirk, National Teaching Fellow, Manchester Metropolitan University.

Manchester Metropolitan University:

Biological Sciences, Law and Photography

University of Liverpool: Archaeology

Stockport College: Social Work

Five Undergraduate Programmes

Focusing on the topic of the first undergraduate assignment the SHOCK ABSORBER project will:

construct a flexible and adaptable ‘toolkit’ for

interconnected learning, teaching and assessment

strategies to help alleviate the ‘shock’ or anxiety often

associated with early experiences in HE.

The first week was a reality check and it made a lot of people realise they weren't as ready for university as they first thought. Sure everyone settled during fresher’s week and made friends, but the education side of university life was definitely a culture shock for me. (Straight from school?).

Manchester Metropolitan University SU Survey 2008

Kate Kirk April 2009

ABSORBING THE SHOCK


Had not studied for over 12 months and it was a shock to the system which was greater than I realised it would be. (After a ‘gap year’?).



ABSORBING THE SHOCK


Had not studied for over 12 months and it was a shock to the system which was greater than I realised it would be. (After a ‘gap year’?).

After having spent two years out of education and working full time it was a far bigger culture shock than I expected. (Mature entrant?).



ABSORBING THE SHOCK

Common problems affecting the early experience of first year undergraduates:

• Personal issues• Financial issues• Having chosen the wrong course • Isolation - the need for peer and friendship networks • Being overwhelmed • Remoteness of staff• Lack of timely provision for disability/dyslexia requirements.• Uncertainty regarding level and assessment criteria• Lack of timely and meaningful feedback on assignments

Priorities for The SHOCK ABSORBER Project:

To increase student engagement and integration into university life in the early weeks of undergraduate study.

increase student confidence, knowledge and scholarship skills.

To ensure inclusive learning, teaching and assessment strategies.

To contribute to the development of independent and successful undergraduate learners.

ABSORBING THE SHOCK

ABSORBING THE SHOCK

Two linked ‘components’ of the Shock Absorber Toolkit:

1. Pre-entry and Induction activities.

2. Diagnostic and formative assessment.

ABSORBING THE SHOCK

Pre-entry activities:

• are relatively uncomplicated tasks

• are accompanied by a key critical question of relevance to the first assignment

• will stimulate the student’s interest and encourage exploration.

• will be followed up in the early weeks of term (induction)

• will be linked to collaborative learning opportunities

• are linked to formative assessment.

Curriculum related pre-entry activities can:

• Provide an opportunity to engage with an aspect of the curriculum

• Be a bridge between prior education and undergraduate study

• Be a check to ensure if the right choice of course has been made

• Support the transition to HE• Provide opportunities for social networking• Be fun as well as educative• Help alleviate the shock of the first term experience

ABSORBING THE SHOCK

Diagnostic and Formative assessment:• Provides quick feedback• Contributes to summative assessment• Provides clarity re criteria and level required• Enables reflective learning• Develops dialogue through feedback• Enables students to interpret and use feedback• Can provide opportunities for collaborative

learning and peer feedback• Can contribute to a ‘non-deficit model’ for

teaching and learning

ABSORBING THE SHOCK

How can technology be used to alleviate the shock of the first assignment?

x

How can technology be used to alleviate the shock of the first assignment? -in pre-entry curriculum related activities? -in diagnostic and formative assessment?

Achievement and Success !

references and further reading

BIGGS, J. (1999) Teaching for Quality Learning at University Buckingham: SRHE and Open University Press

LIGHT, G. and COX , R. (2005) Learning and Teaching in Higher Education-the reflective professional London: Sage

Engagement and Retention:

CROSLING et al (2008) Improving Student Retention in Higher Education: the role of teaching and learning London: Routledge

DAVIES, R. and ELIAS, P. (2003) Dropping Out: A Study of Early Leavers from Higher Education. London: DfES

TINTO, V. (1993) Leaving College: Rethinking the Causes and Cures of Student Attrition Chicago: Chicago University Press

YORKE, M. and LONGDEN, B. (2004) Retention and Student Success in HE Buckingham: SRHE and Open University Press

YORKE, M. and LONGDEN, B. The first-year experience of higher education in the UK FINAL REPORTJanuary 2008 http://www.heacademy.ac.uk/ourwork/research/surveys/fye

Staying the course: the retention of students in higher education (2007) National Audit Office report http://www.nao.org.uk

Staying the course: the retention of students on higher education courses (2008) House of Commons Committee of Public Accounts http://www.hefce.ac.uk/news/hefce/2008/pac.htm

Improving Student Achievement in English Higher Education (2002) National Audit Office report http://www.nao.org.uk

Kate Kirk

July 2009

Documents

Can technology help absorb the shock of the first undergraduate assessment in HE? Kate Kirk, National Teaching Fellow, Manchester Metropolitan University