Today, during a class workshop for my PGCert in Higher Education at UAL, we delved into the concept of ‘Assessment Patterns’ as discussed in Mark Russell’s 2010 article. Which I had chosen as my preworkshop reading. The workshop sparked a lively debate in our small breakout group of four, including myself, on the significance of varied assessment stakes and feedback in enhancing student learning experiences.
I chose to focus on Assessment Patterns for this workshop because I believe in the importance of interconnected learning experiences that mirror real-world industry practices. The idea that all learnings should interlink to further develop both individuals and organisations resonated with me. What intrigued me the most was the emphasis on the need for diverse assessment stakes, timings, and feedback to cater to different learning styles and paces. This approach not only fosters a fairer learning environment but also promotes holistic development.
During the workshop debate, we discussed the implications of Assessment Patterns on student workload distribution and the integrative nature of learning across modules. The group consensus was on the vital role of feedback and interconnectedness between modules in helping students recognise the relationships between different subjects. This discussion inspired us to collaborate more closely in future to provide a more cohesive learning experience for both us and our students.
The workshop and subsequent group breakout have inspired me to explore ways to incorporate similar strategies in educational settings to promote this holistic learning experience. I am motivated to work closely with my colleagues to create a more integrated learning environment that supports students in making connections between different educational units. Additionally, the discussion on technology’s role in facilitating cross-module learning has encouraged me to investigate how digital tools can enhance the assessment and feedback process further. Tools that promote collaboration, communication, and integration of knowledge across different subjects. Some technologies that could help include:
- Learning Management Systems such as OAT & Moodle used in UAL: can centralize course materials, assignments, and discussions from multiple modules, making it easier for students to access and engage with content across different subjects.
- Online Collaboration Tools: Tools like Microsoft Teams, Google Workspace, or Slack can enable students to collaborate on projects, share resources, and communicate effectively with peers and instructors across Units.
- Virtual Classrooms and Webinars: Virtual classrooms and webinars through tools like Collaborate can bring together students and instructors from different modules for interactive sessions, guest lectures, and discussions, fostering a sense of community and shared learning experiences. (Lee & Wang, 2020)
- E-Portfolios: E-portfolios could allow students to showcase their work, reflect on their learning across modules, and make connections between different subjects, promoting a holistic understanding of their academic journey in one place. (Smith and Johnson, 2018)
- Data Analytics and Learning Analytics: Utilising data analytics and learning analytics tools could help tutors track student progress, identify learning gaps, and provide personalised feedback and support tailored to individual student needs across modules.
In conclusion, the workshop on Assessment Patterns has not only broadened my perspective on student assessment but has also ignited a drive for creating a more interconnected and engaging learning environment in my teaching. While reflecting on the insightful workshop experience and the impact of Assessment Patterns on student learning, highlighting the importance of feedback, interconnectedness, and technology in enhancing educational practices.
Lee, S., & Wang, H. (2020). “Enhancing Cross-Disciplinary Learning Through Online Collaboration Tools.” International Journal of Educational Technology in Higher Education.
Russell, M (2010) ”Assessment Patterns” University of Hertfordshire.
Smith, J., & Johnson, A. (2018). “Integrating Technology in Higher Education: A Review of Faculty Self-Perceptions.” Journal of Educational Technology & Society.