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Keynote Discussion II

Assessing Students

A discussion session where interested delegates may discuss in plenary some of the key points raised in the keynote presentation.  

Facilitator: Prof. Liz McDowell, Northumbria University, Newcastle upon Tyne

Parallel Session (B)

Chair: Frances McCormack

This session will allow you to discuss some of the key points raised in Liz’s keynote discussion.  Some questions you might like to consider for the workshop:

• What would be good ways of introducing assessment for learning in my context?
• I’d like to use assessment for learning but how do I overcome the problem that ……….?
• How do students respond to assessment for learning?
• What kinds of things can go wrong in assessment for learning?
• What difference does assessment for learning really make?
• Is assessment for learning just a normal part of good teaching – or is there more to it?

Keynote Abstract

There is a broad consensus that assessment is an important influence on learning.  In higher education, Biggs’ idea of assessment ‘backwash’ has lead to concerns about negative effects of assessment on learning and learners.   Assessment for learning is often proposed as the answer to the problem and there is good evidence of its positive effects.  But assessment in higher education has certainly not been transformed – as yet.  This presentation will explore some of the barriers to transformation and propose some ways in which we can use AfL approaches to make a difference.

Biographical Information

Liz McDowell is the Director of the CETL in Assessment for Learning and Professor in Academic Practice in Northumbria University, a role which builds on her long-standing interests in student learning and, in particular, students’ experiences of assessment. “This has been a theme in my research over a number of years and it really took off with the Impact of Assessment project at Northumbria in 1994, when I first worked with Kay Sambell, now also a Director of CETL. As a researcher I’ve spent a lot of time talking to students over the years, and this has continually strengthened my commitment to improving assessment to support student learning and personal development."

“In my teaching role I mainly ‘teach teachers’, currently new University staff on the Postgraduate Certificate in Academic & Professional Learning and experienced staff on CPD (Continuing Professional Development) programmes in Academic Practice. The CPD programmes are a really exciting new feature of support for learning and teaching development at Northumbria. It’s great to be able to work with enthusiastic colleagues who want to develop teaching and learner support and are committed to a scholarly and research-based approach, some taking their work up to doctorate level."

“Development and management of the CPD programmes is the latest of many cross-university initiatives that I have led or been involved in. This has given me many opportunities to use my research and my commitment to student learning to engage colleagues, change practices and play my part in change at the institutional level. It has also been recognised by the University who awarded me a Personal Chair in 2005 on the basis of excellence in learning & teaching supported by research. “

 

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