PCAPP workshop 'Assessment Practice and Strategies': post–workshop reflection
I find reflecting on this workshop quite challenging. At one level it seemed to go reasonably well. 8 of the 10 people who had registered for it turned up, three of whom had attended the morning session on course design. There was a general mood of interest, engagement and cooperation and participants contributed well to the various activities I had organised. Discussion was focused and on task, and in general terms I think the learning outcomes for the session were achieved. Feedback too was good. All the participants indicated that the teaching and learning methods used had either been effective or very effective, with none ticking the 'neutral' box or below. There was a range of things which people indicated they had found effective, useful and would take away to use in their professional practice:
- Discussion with others, sharing experience
- Handouts that I can refer back to and which I will use to improve my essay and exam question composition
- Good mixture of lecture and group work
- Great mix of task types; kept me engaged and interested. Delivered mirrored principles.
- Opportunity to reflect and focus on this aspect of my practice
- Disseminate some of the information provided to colleagues
- Small group work was very effective
So what am I dubious about? One participant commented (correctly, I think) that 'the activities could have been a bit more challenging' and another said 'maybe we spent too long in our small groups discussing only one of the three issues'. That groupwork activity was probably the least successful dimension of the workshop and I need to revisit it. The intention was to provide content, but rather than transmit it from the front, to get the participants to engage with it on their own terms and then teach each other, but it needed more careful planning. I think I still consider the approach valid, but the way I constructed it didn't really gel.
I guess I feel therefore that I didn't really introduce the participants to some of the basic, and essential considerations when thinking about assessment. That's pretty crucial! Yet I also need to listen to that good feedback. I had deliberately designed the session in a way which acknowledged and took advantage of people's experience. Although some participants were relatively new to lecturing in HE, none of us gets through our national educational system without experiencing assessment from the other side of the fence, and all had something to contribute. My role therefore became one of guiding discussion, filtering in my expertise at appropriate points, and making sure that as far as possible people moved on in their 'informed' thinking about their practice.
I can probably leave it there. But my musings feed into my bigger questioning about how best to impart scholarly content in these workshops. I am beginning to explore the idea of a 15 to 20 min 'This is what scholars are saying' slot. PCAPP is a post-graduate certificate, and it is important that I do give participants content appropriate for that level. It becomes attractive to them too because it gives them a leg-up for their PCAPP assignments. I shall have to give that more thought.