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Assessment Careers: Enhancing Learning Pathways through Assessment
Joint Information Systems Committee Assessment is often viewed as a series of one-off events. This means that learners do not always benefit from feedback, they lack a sense of progress and self-reliance is not encouraged. This project will reconceptualise assessment from the perspective of an assessment career and use this to transform our institution's assessment processes. Like a working career, an assessment career develops through a series of related events that join up to give a coherent and progressive pathway that is self-directed. Building on previous initiatives at the IOE and research across the sector, we will develop and pilot assessment careers principles and practices to help learners build on past experiences of assessment and to make the most of feedback from tutors, peers and self. Our VLE (Virtual Learning Environment) will support the principles through assessment templates and improving records of feedback over time. More information, a project video and project outputs can be downloaded from the JISC project website. Summary of activities The project involves 3 phases: • 2011-2012 The first phase created a baseline report using existing institutional and external research and development and set up 5 pilot studies. • 2012-2013 In the second phase, 5 pilot studies implemented the assessment careers approach by developing a student feedback response process and a tool for analysing written feedback. Using the findings, a set of Principles for Action on Feedback have been developed and discussed across the IOE: 1. Feedback helps learners to self–evaluate their work 2. Feedback enables students to address performance goals in both the short-term and longer-term 3. Feedback includes dialogue (peer to peer and teacher-student) 4. Learners have opportunities to apply previous feedback 5. Feedback is motivational for all students 6. Students have frequent formative assessment opportunities • 2013-2014 In the third phase, the project will scale up innovation and share staff expertise, extending the new Assessment Careers principles across programme clusters, and embedding them into institutional structures and procedures.
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