Tagged: viewpoints

developing a check list for course teams on assessment and feedback from the viewpoints workshop

The following link is to a Google Doc which is a checklist to act as a discussion point for course teams and learning technologists when considering assessment and feedback within the course design.

This has been informed by the Viewpoints Curriculum Development Workshop developed by the University of Ulster. The format is to state the principle, its interpretation by the University of Ulster team, and list some suggested approaches course teams can use to meet this principle.

An implementation approach at UCS would be for course teams to review their module and see if the assessment and feedback model maps to the ideas from Nicol & MacFarlane-Dick with respect to the Principles of Good Feedback.

Based on this review and the examples used in the checklist the course team could redesign their assessment (summative and formative) process to make it more effecive.

I have not taken all the points on the Viewpoints checklist, just selected a few which I would think was appropriate.

What is the viewpoints workshop?

Viewpoints is a one hour workshop intended to help course teams create innovative, student-centred course designs.

It focuses on using a learner timeline combined with current best practice educational principles.

It was developed at the University of Ulster and was initially funded under a JISC programme.

There exist a number of obvious deployments by support / development teams

  1. Create / design a new course or module for approval
  2. Revise a course or module
  3. Plan for course revalidation

The workshop is designed around three parts, to inform, inspire and plan

The suggested value for course teams is it encourages a creative discussion and sharing of ideas around course design. The process is built around reflection and effective team communication. The course team focuses on shared priorities and it enhances team work.

The workshop draws upon current best practice across the sector. It emphasises four different aspects which can be taken individually or joined up.

  • Assessment and feedback – based on nine principles of good assessment and feedback
  • Information skills – scornful seven pillars model of information literacy
  • Learner engagement – 8 learning events model (university of liege)
  • Creativity and innovation – creativity in the curriculum (university of ulster)

These can be viewed at either the programme or module level.

Once completed the course teams will have a completed curriculum timeline. This can be used in various ways, for instance to develop an implementation action plan (including staff development) or to present to a pre-validation panel.

Deconstructing the workshop structure, the cards are designed to act as focal point for discussion by the course team. The following reviews the assessment and feedback cards. Each card is based on one of the nine principles. Each principle is defined, and a question set. On the reverse is a set of ideas which could be adopted to enable you to achieve the principle.