Thank you to all who attended our very lively and informative group meeting. We have now agreed that there is much activity going on around the university as depicted on our google doc which has been sent with a report to LTC for their consideration. And here is the ‘link’ to the googledoc:https://docs.google.com/spreadsheets/d/1ho4irFjcqNwfSI12wh0rwmUqkNLSUm31FGPyh4hhEh8/edit?usp=sharing
Please note this strategy will not be used with students until 2018.
What will happen?
The students are required to work in small groups to produce a 5 minute video explaining a chosen social science concept and how it applies to public health. The production of short videos is relatively simple and provides an alternative to in-class presentations. Students do not have to appear in the video which could take the form of simple animations (using free software) or illustrations/ picture with voiceover. It would be easily transferable to other modules.
The innovative and diverse assessment strategies within the modules, for example the production of a video (HUG1130)
The creativity of assessment, specifically the use of imagery and visualisation in presentations
Given the nature of the student cohort and their potential future careers, it was felt necessary to ensure that they were able to convey information using a range of mediums, in particular the use of imagery and visualisation. This assessment method is designed to support students in enhancing their effective communication, creativity and presentation skills. Other settings could equally apply this approach in an attempt to broaden their students’ ability to transmit information in alternative formats.
What is the likely impact?
Directly, this assessment method will develop students’ skills and abilities in communicating information using various mediums, developing and enhancing presentation skills and mastering the use of imagery to convey meaning.
To book to attend a Professional Staff Development Seminar on this topic please click here CLT.
Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme
At the transition points within the programme (induction; L4 to L5; L5 to L6) students will be led through a session which supports them in understanding the increased academic expectations and the Department’s approach to providing them with feedback and feedforward. This is also an opportunity to ‘manage’ students’ expectations and understanding of what constitutes ‘fair’ marking and ‘useful’ comments (NSS questions).
What is the likely impact?
Students are supported in preparing for or anticipating the changes in expectations between levels. Their academic outcomes should then be improved.
For more information about the impact of this strategy please contact: Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk