Placing your article in appropriate scholarly publications

This interactive workshop in (mainly) English and some Spanish will enable participants to: (1) review a range of international anglophone journals which publish articles on formative assessment, with the aim of selecting those which have 'best fit' with the topic, the authors and the contexts for writing; (2) discuss the factors that make articles attractive to editors and readers of journals; (3) rehearse the approaches that maximise the chances of successful publications; y (4) prepare a personal plan of action for publication

The Teaching Excellence Framework (TEF) : yet more competition and on the wrong things!

This opinion piece challenges the Teaching Excellence Framework on two grounds: it fosters competition in higher educatioin rather than collaboration, and it misses the opportunity to focus on assessment rather than teaching

La valutazione come locus per il coinvolgimento: priorità e aspetti pratici

This paper considers how assessment can productively act as a locus for engagement. It focuses on the important case being made by diverse global assessment experts who argue that we would do well to rethink assessment such that learning, rather than quality assurance and measurement, becomes the main priority of assessment design in higher education settings. New discourses of assessment have emerged internationally to capture this important conceptual shift. These are briefly indicated and linked to key design features and indicative practices whereby assessment and feedback environments can be enhanced to promote and foster learner engagement. The paper highlights the importance of incorporating assessment for learning (AfL) approaches which are authentic to the ways of thinking and practising of the subject- community within a given field of study. It proposes that advancing the assessment and feedbackliteracy and capabilities of assessees through authentic assessment and dialogic approaches are vital, but these need to be embedded in the disciplinary content and inherently viewed as pedagogic practices, rather than piecemeal approaches or bolt-on additions to the extant curriculum. It puts forward suggestions for effective implementation, but concludes that the development of staff assessment literacy, underpinned by academics’ familiarity with new assessment discourses, is a fundamental prerequisite for effective AfL environments. This is highlighted as one of the key contextual challenges that must be acknowledged and addressed if AfL is to be scaled up meaningfully as a locus of learner engagement.Questo articolo considera in che modo la valutazione possa agire in modo produttivo come locus di coinvolgimento. Esso si focalizza sull’importante posizione presa da diversi esperti di valutazione a livello globale, che sostiene che la necessità di ripensare la valutazione come apprendimento, piuttosto che come assicurazione e misurazione della qualità, sia oggi la prioritàprincipale nel progettare processi di valutazione nei contesti dell’istruzione superiore. Nuovi “discorsi” sulla valutazione sono emersi a livello internazionale per argomentare questo importante cambiamento concettuale. Essi sono qui proposti brevemente, unitamente a modalità progettuali e indicazioni pratiche per migliorare gli ambienti di valutazione e di feedback al fine di promuovere e favorire il coinvolgimento degli studenti. L’articolo sottolinea l’importanza di integrare approcci di valutazione per l’apprendimento (AfL), autentici, nelle modalità di pensare e praticare delle comunità disciplinari dei diversi campi di studio. Esso sostiene che sia vitale promuovere la literacy valutativa e di elaborazione di feedback e accrescere le capacità dei valutati attraverso l‘utilizzo della valutazione autentica e di approcci dialogici, tuttavia essi devono essere incorporati nel contenuto disciplinare e interpretati intrinsecamente come pratiche pedagogiche, piuttosto che come approcci frammentari o aggiunte esterne alla programmazione esistente. L’articolo offre suggerimenti per l’effettiva attuazione di tali pratiche, ma sottolinea anche che lo sviluppo della literacy valutativa dei docenti universitari, sostenuta da una conoscenza dei nuovi “discorsi” in tema di valutazione, sia un prerequisito fondamentale per costruire ambienti AFL efficaci. Questa è presentata come una delle sfide chiave da riconoscere e affrontare se si vuole proporre AfL come locus significativo di coinvolgimento degli studenti

Getting started in published on assessment in Academic journals

This interactive workshop in (mainly) English and some Spanish will enable participants who are relative novices to publishing about higher education teaching learning and assessment to: (1) practice all the necessary steps required to complete an article for publication; (2) consider the range of outlets where academics can publish research and good scholarly practice on teaching, learning, assessment and feedback; (3) review appropriate styles, registers and language for journal publications; and (4) utilise some simple processes to draft, redraft and complete a journal article

Placing your article in appropriate scholarly publications

This interactive workshop in (mainly)  English and  some Spanish will enable participants to: (1) review a range of international anglophone journals which publish articles on formative assessment, with the aim of selecting those which have 'best fit' with the topic, the authors and the contexts for writing; (2) discuss the factors that make articles attractive to editors and readers of journals; (3) rehearse the approaches that maximise the chances of successful publications; y (4) prepare a  personal plan of action for publication

Assessment to Support Student Learning: Eight Challenges for 21st Century Practice

There are many challenges for the colleagues who teach and assess students in the twenty-first century, and in this article, we explore eight of these, proposing some practical ways forward building on the scholarship in the field, aiming to make assessment integral to student learning , fit-for-purpose, valid and reliable, inclusive and manageable for assessors. We argue for systematic development through training and mentoring for all who assess, and for programme-level approaches to assessment, rather than discrete approaches to assessment of separate modules that can lead to incoherent student experiences. We conclude by arguing that assessment should be authentic if it is to engage students and prepare them for life beyond the university

Assessment as a locus for engagement: priorities and practicalities

This paper considers how assessment can productively act as a locus for engagement. It focuses on the important case being made by diverse global assessment experts who argue that we would do well to rethink assessment such that learning, rather than quality assurance and measurement, becomes the main priority of assessment design in higher education settings. New discourses of assessment have emerged internationally to capture this important conceptual shift. These are briefly indicated and linked to key design features and indicative practices whereby assessment and feedback environments can be enhanced to promote and foster learner engagement. The paper highlights the importance of incorporating assessment for learning (AfL) approaches which are authentic to the ways of thinking and practising of the subject community within a given field of study. It proposes that advancing the assessment and feedback literacy and capabilities of assessees through authentic assessment and dialogic approaches are vital, but these need to be embedded in the disciplinary content and inherently viewed as peda-gogic practices, rather than piecemeal approaches or bolt-on additions to the extant curriculum. It puts forward suggestions for effective implementation , but concludes that the development of staff assessment literacy, underpinned by academics' familiarity with new assessment discourses, is a fundamental prerequisite for effective AfL environments. This is highlighted as one of the key contextual challenges that must be acknowledged and addressed if AfL is to be scaled up meaningfully as a locus of learner engagement

Towards Assessment as Learning

It is widely accepted that in higher education internationally, assessment drives students’ learning. As a consequence, students become ever more strategic, and only put energy into things that count towards their overall assessment. This article suggests a practical way of setting about reflecting on the assessment processes and instruments you use. Many institutions have now adopted �assessment for learning� approaches, to make better links between assessment and learning. In this paper, I argue that we can go even further and work towards �assessment as learning� where all of our elements of assessment are designed with learning in mind. The paper provides you with a scoring grid, using which you can interrogate your own assessment elements, and determine how well they measure up to a combination of �assessment for learning� and �assessment as learning�

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