Exploring the rules of engagement via exemplars: enhancing staff and student dialogue about assessment and learning practice

This is an ESCalate Developing Pedagogy and Practice grant awarded to Kay Sambell of Northumbria University in 2009. This project develops a bank of activities and resources to enable Education staff to use concrete exemplars of student work as a means of enabling their students to approach assessment effectively. There will be two inter-related phases, one targeted on staff, one focused on their students. Both phases seek to promote dialogue about the tacit rules of engagement surrounding assessmen

The Cowl - v.81 - n.4 - Sep 29, 2016

The Cowl - student newspaper of Providence College. Vol 81 - No. 4 - September 29, 2016. 20 pages

Making Assessment Meaningful

Our investigation highlighted practical implications and barriers for implementing assessment for formative purpose. With larger student numbers it is becoming harder for academics to find the time to engage in formative assessment. It seems a shame that as class sizes grow it is at the cost of the learning experience in terms of formative feedback. So whilst our respondents showed a commitment to using assessment for formative purposes, practical reasons may prevent this from actually happening. As an institution we also need to be looking at assessment timing. If assessment is to be formative, it needs to happen at a time when students can then act on feedback in a constructive way. We also need to be creating activities that allow students to engage with the feedback: simply handing students a page of written feedback will not encourage all students to act and learn. Creating discussion during teaching time, following assessment, for students to talk about the feedback will encourage them to read and reflect on any feedback. It is clear that assessment for formative purpose is at the heart of most lecturers’ practice within London Metropolitan University, but now we need to place it firmly at the heart of the student experience, in a meaningful and real way

Assessment to Action: Creating Change - A Report on a Gathering of Foundation CEOs, Trustees, and Senior Executives

In March 2007, more than 225 CEOs, trustees, and senior executives gathered in Chicago to discuss a wide range of important issues: the role of strategy and performance assessment, board functioning and the dynamics of race in the boardroom, and the challenge of inspiring -- and leading -- change. Among the report's 11 articles are highlights and lessons learned from presentations by Robert Wood Johnson Foundation President and CEO Risa Lavizzo-Mourey, MacArthur Foundation President Jonathan Fanton, Rosabeth Moss Kanter, the Ernest L. Arbuckle Professor at Harvard Business School, Spelman College President Beverly Tatum, and former Atlantic Philanthropies President and CEO John R. Healy

Reflections: Insights from studying gambling in its era of change: what the past 43 years have been about

The following presentation was delivered on October 14, 2012 to the graduating class at the 2012 UNR Executive Development Program in Lake Tahoe, Nevada

Feedback within 24 hours

It is widely accepted that feedback to students’ work works best when it is received quickly, while they still remember clearly what they were trying to do in their efforts