All 1 entries tagged Peter Fossey

Interested in diverse assessments? – Isabel Fischer et al.

Interested in diverse assessments? Join our learning circle for an exciting grant-funded project on the future of assessments.

Authors: Isabel Fischer; Leda Mirbaha; Lewis Beer; Dawn Collins; Peter Fossey; Celine Martin; Natasha Nakariakov; Pula Prakash; Farrah Vogel-Javeri

We have recently created an interdisciplinary learning circle which aims to optimise the learning opportunities for Warwick students. We want to ensure that the teaching and learning opportunities are inclusive and cater for our diverse student community. Assessment and feedback are critical stages in the learning process. Using diverse assessments will ensure that students are not unfairly disadvantaged or advantaged by a specific form of assessment. Although it is worth noting that what may count as diverse assessment in one faculty may not necessary be seen as a diverse assessment approach in another. Therefore, using diverse assessments comes with its own challenges and barriers such as:

• Diversification without sufficient opportunity for students to practice and get familiar with the new and different forms of assessment, disadvantaging group of students that may not be as familiar with certain style of assessments
• The resource and time component needed for familiarisation then reduces the uptake and engagement by faculty with more innovative assessment approaches

Therefore, the aim of this learning circle is to capture both staff and student experience of diverse assessments and to involve students, staff, and other stakeholders in shaping the future of assessments. Furthermore, the learning circle aims to develop practical recommendations on overcoming some of the challenges associated with use of diverse assessments which will significantly benefit the community.

To achieve this we need your support!

If we have not yet convinced you to join our learning circle, then read on:

Vision: Our vision is to foster an inclusive environment where assessments are designed and developed in partnership with students, staff, and external stakeholders, to effectively promote learning, valuing students’ uniqueness and considering their future employment(s) and wellbeing, as well as the social and environmental responsibility and sustainability of the wider community.

Mission. Our mission is to:

• Gather existing data on practices around use of diverse and inclusive assessments, including Warwick staff and student experiences
• Develop shared understanding of principles and practice of diverse assessment
• Develop an evaluative framework for measuring the success of diversified assessment strategies at module, year, and course level
• Capture student and staff views on diverse assessments

To help us achieve our mission we have successfully applied and been awarded a WIHEA funding which will enable us to capture staff and student experiences of some of the diverse and innovative assessment approaches used in different disciplines to address some of the key questions around: 1) perception of diverse assessments from a staff and student perspective, 2) practical tips for successful application of the assessment method and marking, 3) communicating assessed skills and requirements, 4) overcoming challenges. To achieve this, we will conduct interviews with staff and students and will share resources, included but not limited to examples of assessments, marking and feedback rubrics and assessment briefs.

For further information on joining the learning circle please contact the co-leads: Leda Mirbahai, Warwick Medical School (WMS) (Leda.Mirbahai@warwick.ac.uk) and Isabel Fischer, Warwick Business School (WBS) (Isabel.Fischer@wbs.ac.uk)

Stay tuned for further updates and blogs on our initiative, such as: Creative Projects and the ‘state of play’ in diverse assessments – Lewis Beer

Abigail Ball : 14 Mar 2022 09:16 |  Tags: Assessment Celine Martin Dawn Collins Farrah Vogel-Javeri Isabel Fischer Leda Mirbaha Lewis Beer Natasha Nakariakov Peter Fossey Pula Prakash |  Comments (1) |  Close comments |  Report a problem