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* Webinar 22nd April 2013 slide *
Exploring Employability through Assessment and Feedback
Rich Osborne, Adele Bull and Peter Bullen
Webinar structure
* Webinar 22nd April 2013 slide *
• Introduction• Employability as a ‘driver’ for change• Employability initiatives – What are you doing?• Assessment and Feedback as a ‘vehicle’ for
change• Technology as a ‘supporter’ of change• Feedback, discussion and questions
Assessment and Feedback Programme – Strand A
* Webinar 22nd April 2013 slide *
• The eight projects in this strand aim to redesign assessment and feedback practices, making best use of technology to deliver significant change at programme, school or institutional level
• www.jisc.ac.uk/assessmentandfeedback
• Review of Business-University Collaboration;Sir Tim Wilson, Feb 2012: http://www.hefce.ac.uk/news/newsarchive/2012/name,69548,en.html
• Employability is a ‘theme’ in the Strand A projects. 2 Cluster A projects are focussing on this theme
• More information available on the Design Studio: http://jiscdesignstudio.pbworks.com/w/page/52947111/Assessment%20and%20employability
* Webinar 22nd April 2013 slide *
Themes
* Webinar 22nd April 2013 slide *
COLLABORATE
Rich Osborne and Liz Dunne
Bringing together staff, students and
employers to create employability focused
assessments enhanced by technology.
* Webinar 22nd April 2013 slide *
Feedback and Assessment Strategy Testing
FAST
Adele Bull and Tony Harris
Integrating technology within assessment and feedback activity to enhance employability.
Words/Phrases used to describe assessments/assignments that support ‘employability’. For example : assessments for ‘employability’; or ‘authentic’ assessments; or............?
Which descriptor would you (your institution) use?
A. Professional practice
B. Work-integrated
C. Authentic
D. Situated
E. Other (please enter the word or phrase in the text chat box)
* Webinar 22nd April 2013 slide *
Terminology
* Webinar 22nd April 2013 slide *
Employability as a ‘driver’ for change
Drivers for change
Employability is potentially the biggest force driving people to University ...
• Amongst the foremost reasons for those 22+ considering a university education (Pollard et al, 2008)
• Almost 80% of students stated improving job opportunities was the most important reason to go to university (CBI/NUS, 2011)
Many Employability Initiatives
The Exeter Award
Career Zone
Enterprise and self-employment
Global employability
CVs, applications, interviews
Graduate jobs
Part-time jobs
Internships
Skills training and events
Career research
Volunteering
Placements
What's Missing?
Wilson Review (2012) suggested a gap between business and higher education.
One recommendation of many:
“Universities should reflect on the opportunities that are provided for students to develop employability skills through the formal learning methodologies used within the university” (Wilson, 2012, p.10)
Curriculum Approach
Curriculum EmploymentEmployability
Internship
Key skills training
Work experience
module
New forms of assessment
New employability stats available to potential students
Local institution advertising on the radio boasting about 98% employability
Feedback from local employers and UCP to say graduates unprepared for
employment
Tuition fees – students demand return on investment
Drivers for change
Unlocking Cornish potential: www.gradcornwall.co.uk
2009 decision taken to add a shared employability module to all foundation degrees
•45 programmes •Across 6 campuses•Approximately 800 students•Significant change in teaching style – learner led/ Problem Based Learning•Cross College working and standardisation
PESD – Personal Employability and Skills Development module
* Webinar 22nd April 2013 slide *
Employability Initiatives - what are you doing (related to the curriculum)?
EFFECTIVENESS
COMPLEXITY
* Webinar 22nd April 2013 slide *
Assessment and feedback as a vehicle for change
What students attend to, how much work they do and how they go about their studying is completely dominated by assessment (Gibbs, 2004)
But can exams really preparestudents for the office?
Other forms of assessmentexist which may be bettersuited ... e.g. ‘authentic’assessment
Assessment Drives Behaviour
Originated in US K-12 system in the early 1990’s, focused on real world problems in real world contexts.
Can be challenging in higher education, 'authentic' has multiple meanings ...
“the term inappropriately implies that some assessment approaches are superior to others because they employ tasks that are more ‘genuine’ or ‘real’” Terwilliger (1997, p.27)
Authentic Assessment
Combines concepts of authentic assessment with local views and other research. Defined by six 'dimensions':
Work-Integrated Assessment
‘Real World’ Problem / DataSet an overall real world
problem, supported by real world data
Collaborative WorkingCreate teams of students from
the outset, encourage collaboration
Varied AudiencesAim to set explicit audiences for each assessment point
Multiple Assessment PointsMove to a more distributed
pattern of assessment; consider introducing ‘surprise’
points
Light StructureLightly structure the overall assessment; reward student
approaches
Peer / Self ReviewInclude peer and/or self review
explicitly in the assessment process
Assessment Redesign Tool
1 Analyse
2 Design
3 Evaluate
Study Skills
Transferable Skills
Self awareness/ reflection – knowing own strengths and
weaknesses and learning from experience
Career Focus
Career options, gaining experience and creating
opportunities, applications and interviews
Assignment 1
Reflection on group challengePeer marking and feedback
Assignment 2
Career Development PlanOr
Going through the application and interview process for current dream
vacancy and reflecting on the outcome and development needed
PESD module overview
•Spend previous two years focusing on lesson plans and SoW to ensure maximum impact
•Managed to secure increased student attendance and participation
•Still some students not participating/ attending
…. However all students participate in assessment
:. Wanted to gain maximum impact and learning from assessment
PESD – Personal Employability and Skills Development module
* Webinar 22nd April 2013 slide *
Technology as a supporter for change
We align our learning outcomes, teaching methods and assessments - but what about technologies?
Can Affordances theory help?
“The affordances of the environment are ... what it provides or furnishes” Gibson (1979, p. 127)
What does Blogger provide?What does LinkedIn provide?What does Skype provide?
...
...
...
Integrating Technologies
60+ "off the shelf" technologies, aligned with the dimensions model.
Technology "Top Trumps"
Alignment with Model
Video diary
Filmed student interviews – students asked to watch back
and reflect
Encourage participation in online networking via
Introducing technology
Using video to enhance impact of learning and self awareness of how students come across to employers
Assignment 1 Assignment 2
* Webinar 22nd April 2013 slide *
Feedback, discussion and questions
© HEFCE 2012
The Higher Education Funding Council for England, on behalf of JISC, permits reuse
of this presentation and its contents under the terms of the Creative Commons
Attribution-Non-Commercial-No Derivative Works 2.0 UK England & Wales Licence.
http://creativecommons.org/licenses/by-nc-nd/2.0/uk
* slide *Webinar 22nd April 2013