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Wednesday, June 6 • 3:00pm - 4:00pm
Reimagining Assessment in Universities by focusing on Programme Outcomes.

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A current issue that is often highlighted by academics is a modular approach to learning. Students become concerned with passing each course within a program without maintaining a holistic view; perhaps because they never need to in order to be successful on the program. In this respect, the connection between the assessments (usually modular) and the program learning outcomes are often not explicit.

In the UK, for the last 20 years or so, Key Stage 5 (High School Final examinations) has been taught and assessed in a modular fashion, leading academics to believe that students are used to modular learning and assessment, which is then reinforced in HE. From 2018, all students will experience synoptic, final examinations at A-level. This presents a golden opportunity for universities to rethink their programme structure and assessment strategies.

My research focuses on the relationship between programme learning outcomes and assessment design. Using semi-structured interviews with Faculty, I have worked with a range of disciplines (STEM, Arts and Social Science) to reimagine assessment for a degree programme, with a focus on synoptic, summative assessment linked to programme learning outcomes.

I will propose a framework for programme assessment redesign that may be adapted for other institutions.

Speakers
avatar for Samantha Pugh

Samantha Pugh

Associate Professor in STEM Education, University of Leeds, UK
I am leading a University wide project, 'Reimagining University Education by Learning from Secondary Education (RUALSE).' As a fellow of the Leeds Institute for Teaching Excellence I will be working on further raising the profile of Student Education at Leeds, and supporting colleagues... Read More →



Wednesday June 6, 2018 3:00pm - 4:00pm
Teton

Attendees (8)