Assessment, marking criteria and the likes …

Some interesting discussions recently around PGCAPP. Some actions for Geraldine an I over the summer;

1. think about how we can include more academic input into the sessions. I’m wondering about collecting a number of stories from those who completed to discuss what they’ve did, the technologies they used, the lessons they’ve learnt about the intevention. So this will become a set of video stories. Then run a 30 minute Q&A in a room on campus

2. enhance our credibility by linking to our LTEO staff page. Geraldine might need to update her page inline with our emerging style (including, publications and presentations)

3. think about our modes of delivery … for instance, we run workshops (very small numbers), perhaps we should think of different approaches which are better aligned to their needs at specific times, i.e. design brief writting afternoons.

4. we can change the weighting of the different marking criteria for the next cohort, in other words not include all criteria in both parts, and also place different weightings on each criteria. Geraldine and I need to discuss how this would help.

5. No chance in the short term to change the actual learning objectives and assessment model. However, this needs to be done. Again we could start this during the summer. Geraldine’s already sent across the MA Educ unit desrciptor for education, technology module.

I’m keen in the future – given our low-ish numbers to streamline the report and include an oral assessment. The following is from Ranald MacDonald, on a JISC Plagiarism list … I love the idea of being able to actual ask why …

“Oral assessment/vivas allow us to ask the most irritating question children can ask us – ‘why?’. When reading an essay or marking exam scripts we cannot ask ‘why’, what do you mean by that’, where is you evidence’, ‘could you explain that point in more depth’, etc. In a viva the focus should be on learning and not trying to trip the students up. In fact, I would go further had suggest that this approach is what good teaching is all about …” Ranald MacDonald

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