Higher Education Staff Development

Day

11 September 2014

AGENDA09:30-10:30 Assessment Practice10:30-11:00 Assessment Review Process11:00-11:20 Break & Tea/Coffee11:20-12:15 Module Review Process12:15-13:30 Break13:30-14:00 Student Induction14:00-14:30 What’s old&new for 2014-15?14:30-16:00 APE Scrutiny &Tea/Coffee

ASSESSMENT PRACTICE

… 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.

PURPOSE

Staff are asked to read the revised

Assessment Practice chapter of the Quality Handbook,

discuss observations and queries and feed back

Task 1- Assessment Practice

• 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 markingGroup markingSampling of work

• Verification requirements [8.6.2]• Moderation of marks [8.6.3]• Approval of marks [8.6.4]• Responsibilities [8.7]

MAIN POINTS

ASSESSMENT REVIEW

MONITORING & REVIEW PROCESSES

… 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

PURPOSE

Assessment Review Peers will check that the expected

date of the return of Summative Feedback is entered as part of the Module Information

NB!

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

PROCESS

TEA & COFFEE BREAK

MODULE REVIEW

… 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.

PURPOSE

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)

PROCESS

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?

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

OTHER DISCUSSION POINTS

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

Task 2 - Module Review

LUNCH BREAK

STUDENT INDUCTION

Why is Student Induction

so important?

PURPOSE

• Academic Regulations

• What’s new?

• VLE/eStudio

• Formative and Summative Feedback

• Essential programme specific information

Essential information

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

ACADEMIC REGULATIONS

• 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

Useful information

WHAT’S OLD&NEW

FOR 2014-15?

Mitigating Circumstances Policy and Procedures…explains what students should do if they find themselves experiencing unforeseen circumstances affecting their studiesAcademic Malpractice Policy and Procedures…sets out what the College sees as an academic offence, including plagiarismAttendance Policy and Procedures…explains the College’s attendance requirements and what students should do if they find themselves unable to attend classesComplaints Policy and Procedures…aims to support students in resolving issues or concerns that may arise during their studiesAcademic Appeal Policy and Procedures…outlines students’ options with regards to appealing their results

EXISTING POLICIES

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]

ACADEMIC REGULATIONS

• Fitness to Study Policy

• Online End of Module Evaluations • Work Experience Guidelines• Blog Guidelines• Student Communications Guidelines• Collaborative Practice Guidelines• Formative use of Turnitin

NEW POLICIES

NEW GUIDELINES

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

FITNESS TO STUDY

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 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

WORK EXPERIENCE 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

BLOG 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

STUDENT COMMUNICATIONS 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

COLLABORATIVE PRACTICE GUIDELINES

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

FORMATIVE USE OF TURNITIN

The End for

some…Tea & Coffee for

the rest.

ANNUAL PROGRAMME EVALUATION

CRITICAL REVIEW & SCRUTINY

… 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.

PURPOSE

CRITICAL REVIEWEach 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

APPROVALFinal APEs are submitted to QSO for reporting to

HE Committee on 29 October 2014

PROCESS

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

• 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?

OVERARCHING QUESTIONS

Critical Reviewersto get together, discuss

assigned APEs and make a start on the

Critical Review Forms

Task 3 – APE Critical Review

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