Virtual Peer Mentoring: how this can be utilised to promote assessment for learning

Joanne Smailes, Julie Crumbley

Research output: Contribution to conferencePaperpeer-review

Abstract

Northumbria University through its Centre for Excellence in Teaching in Learning, combined knowledge, experience and research across the University has led to the identification of six key conditions (McDowell et al, 2005) which through realising the potential of formative assessment highlighted by (Black & William, 1998 and Gibbs & Simpson, 2003) repositions assessment as occurring throughout the learning process rather than at the end. However, in large group situation often accompanied by increases in staff/student ratios, large student numbers is seen to equate with epic increases in marking workload ‘aggravated by the necessary rapid turnaround.’ (Gibbs & Jenkins 1992). This means all too often formative assessment is reduced or even squeezed out (Rust, 2001). This workshop aims to help participants identify the ways in which formative assessment processes with significant learning benefits can be adapted to large group sessions whilst in keeping issues for staff/student workload, and resources at a manageable level. Objectives/outcomes: At the end of the session participants will have examined a variety of assessment methods and identify · the elements which contribute most significantly to learning. · how these elements impact on workload of students and staff · which significant learning elements can be successfully transferred into large group settings · strategies for constructively incorporating assessment for learning techniques within large group settings. Outline plan for the session plus timings (not included in word count): 1. Introduce the CETL assessment for learning principles (15 mins) 2. Selection of Assessment Methods to be analysed (5 mins) – random or chosen by audience 3. Pairs/ Group Exercise a. Stage 1: Plot different elements of an assessment technique on a Learning Value/Workload impact quadrant by considering (i) students (ii) staff and (iii) resources (20 mins) b. Stage 2: Rearrange Quadrant based on different group sizes (10 mins) 4. Plenary: Select 3-5 assessment methods which have been identified has having highest learning value but lowest impact on workload (10 mins) 5. Construct based on assessment for learning principles strategies for assessing large groups. (20 mins)
Original languageEnglish
Publication statusPublished - Apr 2010
EventBMAF Annual Conference - Newcastle upon Tyne, UK
Duration: 20 Apr 2010 → …

Conference

ConferenceBMAF Annual Conference
Period20/04/10 → …

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