Supporting Transition through our bespoke Introduction to HE Study Skills Sessions:

What happens?

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.

For more information please contact:  Gillian Pye,  pyeg@edgehill.ac.uk

 

 

Diverse assessment strategies

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)

For further information please contact: Stephen Clayton, Stephen.clayton@edgehill.ac.uk

[SOURCE: BSc (Hons) Global Public Health – Stage 1].

Creative assessment

The creativity of assessment, specifically the use of imagery and visualisation in presentations

What happens?

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.

For more information please contact Shelly Haslam, haslamsh@edgehill.ac.uk

[SOURCE: BSc (Hons) Child & Adolescent Mental Health and Wellbeing; MSc Child & Adolescent Mental Health and Wellbeing – Stage 1].

Supporting transitions with assessment

Promoting students’ understanding of assessment (marking and feedback) at key transition points within the programme

What happens?

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

[SOURCE: BA (Hons) Working with Children 5-11].

Feeding assessment forward

Generic feedback on module assessment, provided to students in advance of individual written feedback to assist with current coursework preparation.

What happened?

This is an approach that has been used with some success on other programmes in the Department of Children, Education and Communities i.e. Undergraduate Primary ITE. Module Leaders collect ‘generic’ feedforward from tutors who are engaged in marking an assignment and this is shared with the students who may be working on another piece of assessment which is due to be submitted before the scheduled return of their individual feedback/ forward.

What is the likely impact?

Students are provided with specific academic learning literacies prompts which very often focus them to consider the ‘common’ errors e.g. not preparing for an assignment through active reading.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: BA (Hons) Working with Children 5-11].

Alternative assessment

The Department proposes to collaborate with the Department of Computer Science to explore the potential use of the CAVE resource for developing virtual field trips to 3D landscapes, simulating natural and environmental hazard scenarios etc., to support and enhance students’ experience of fieldwork and hazard management.

What is the likely impact?

Such virtual fieldtrips would allow students to begin to explore a field setting in preparation for residential fieldwork, and to develop research questions for project work in advance of the fieldwork. This would provide an experience of field locations which may be inaccessible for some disabled students. For hazard management, it may allow for different hazard scenarios to be simulated and for students to interact directly with the situation as part of their learning of risk and hazard/ disaster management. Such an approach would enhance interactive learning between students.

The Team’s collaboration with the Computer Science Department to utilise the C.A.V.E resource, particularly in relation to alternative assessment arrangements for disabled students

For more information please contact:

Dr Nigel Richardson, richardn@edgehill.ac.uk

Dr Irene Delgado-Fernandez, delgadoi@edgehill.ac.uk

[SOURCE: BSc (Hons) Geoenvironmental Hazards – Stage 2].

Primary ITT: Assessment and Student Choice

Primary ITT: Student Choice

Giving students a choice of genre/ format through which to respond to the assessment title with appropriate mapping. Some modules intend to present students with a limited choice of genre / format through which they can respond to the same assignment title and module learning outcomes. The programmes involved will ensure that this activity is carefully mapped to ensure that all students develop the appropriate graduate skills and have equal opportunities to achieve highly.

What is the likely impact?

We anticipate that this approach would have a positive impact on

  • students’ perceptions of the quality of their programme and its match to their needs and strengths; and student outcomes.

For more information about the impact of this strategy please contact:                          Nichola Callander (Assistant Head of Department) Callandn@edgehill.ac.uk

[SOURCE: Periodic review of Primary Education (Initial Teacher Training programmes)].