Students on the BA Hons Teaching, Learning & Child Development programme are introduced to assessment protocols and practices in a series of seminars at the beginning of Year 1. After the first assessment point in semester 1 each PAT meets with their group of 10 tutees to reflect on the feedback / feed-forward received for the first piece of summatively assessed work. The PATs use the GROW model of coaching with the students to unpick the assessment feed-forward and to target set for future work.
What was the impact?
Students left the group tutorial feeling they understood how to interpret tutor feed-forward comments and how to action plan. Action planning is shared with the PAT and students had a clear understanding of how to track their own academic progress using the Progress and Development Profile
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Gillian Pye, Programme Leader BA Hons Teaching Learning & Child Development
Between first week and reading week the students engage with work which extends that which they started pre-course and during First Week. These sessions include input from Learning Services on accessing information and Assistive Technologies. The course team (Programme Leader & Course Leader) deliver these sessions covering active reading techniques, how to get the most out of your lectures, Harvard referencing, and the assessment protocols and practices on the programme.
What is the likely impact?
Students comment that these sessions really help give them a grounding in some of the key skills they need to develop and as these sessions run simultaneously with their first module they utilise the skills in between taught sessions to get a feel for what works best for them. The programme team is looking to build on this and develop a HE Study Skills module across both semesters in Year 1.
If you haven’t started already its time to get planning for September 2019 …
For a number of years now we have run this initiative with brilliant results. Students have access to our Getting Started in HE booklet which introduces them to the likely ways of studying at university. They complete this before they arrive at First Week and then during the First Week we revisit some of the ideas and get them used to working together.
What our students say (impact):
Students say they feel more prepared as a result of the activities. They say they feel more confident to mix and make new friends. They say they feel more settled and more able to cope with the demands of academic study right from the start of their journey into Higher Education.
We run regular sessions to share this strategy through the Professional Staff Development Series and are also able to offer bespoke support to departments if you prefer that as an approach.
So for more information, help or support please contact