In this workshop we present results from a longitudinal mixed methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of inter-related cognitive and affective ways (Hill & West, 2019). Staff-student dialogue impacts positively upon learning, uncovering emotion and enhancing resilience and wellbeing (Hill et al., 2019). Through activities and discussion a staff-student team will encourage workshop participants to reconceptualise assessment and feedback as a collaborative process at a number of scales within their institutions. Participants will be encouraged to plan assessment approaches conscious of student stressors and emotions, maximising the potential for sustainable learning and academic success

Hill, Jennifer

Keywood, Sophie

Malcolm, Gemma

West, Harry

English

University of Gloucestershire Research Repository 

This is a peer-reviewed, post-print (final draft post-refereeing) version of the following unpublished document and is licensed under All Rights Reserved license:Hill, Jennifer ORCID: 0000-0002-0682-783X, Keywood, Sophie, Malcolm, Gemma and West, Harry (2019) Reconceptualising assessment to promote student learning, resilience and wellbeing. In: AdvanceHE Annual Conference, 2-4 July 2019, Newcastle upon Tyne. (Unpublished) Official URL: https://www.heacademy.ac.uk/system/files/downloads/Reconceptualising%20assessment%20to%20promote%20student%20learning%2C%20resilience%20and%20wellbeing.pdfEPrint URI: http://eprints.glos.ac.uk/id/eprint/7839Disclaimer The University of Gloucestershire has obtained warranties from all depositors as to their title in the material deposited and as to their right to deposit such material.  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PLEASE SCROLL DOWN FOR TEXT.Reconceptualising assessment to promote student learning, resilience and wellbeingTeaching and Learning in the Spotlight: Innovation in Teaching ExcellenceNorthumbria University2-4th July 2019Jennifer Hill - Associate Professor L&T, UWE BristolSophie Keywood - APD Student Partner, UWE BristolGemma Malcolm - APD Student Partner, UWE BristolHarry West - Graduate Tutor, UWE Bristol Advance HE Teaching and Learning Conference 2019Context – student wellbeing challenges• Number of students disclosing a mental health condition has tripled since 2007/08 (Equality Challenge Unit, 2015)• Students report significantly lower levels of mental wellbeing than the general population -more so with respect to minority groups (Ferguson, 2017) • HE sector is experiencing a ‘mental health crisis’ (The Guardian, August 2018)• 20% Australian students experiencing a mental health issue (Carter et al. 2017) and a fifth of Canadian post-secondary students identifying as depressed, anxious or battling other mental health issues (Pang, 2017) Why?What is wellbeing?‘A sustainable positive mood and attitude, health, resilience, and satisfaction with self, relationships and experiences’ in their educational environment’ (DEECD, 2010: 1)Break out activityWhat concerns / challenges do you see with respect to enhancing wellbeing through teaching, learning and assessment?5 MinutesWellbeing, the learning experience & student performance• To enhance student wellbeing in HE, we need to work more closely with the emotional realm of learning and the wider student experience• Consider how we can support students and their emotions in learning • We offer an example of success in working towards this at UWE, based in assessment practice (full paper – Hill & West, 2019 – Assessment & Evaluation in Higher Education)Assessment and wellbeing – discovering positive links• AY 2015-2016 - new assessment approach implemented on a second year geography module• Aimed to improve student learning experience through dialogic feed-forward assessment• Focus was cognitive:• Did the approach assert a positive influence on the student learning experience?• Did it enhance student performance and raise NSS • scores related to feedback?Module teaching and assessment structure Students choose essay from selectionStudentswrite draft essayStudents submit draft and attend ‘feed-forward’ meetingStudents reflect on meeting and essay –grading their workStudents complete and submit final essayAssessment discourseFeedforward discourseEssay marking Seminar(peer assessment)Supporting Lectures 25% module assessment75% module assessmentQualitative case study approach• Individual semi-structured interviews … two consecutive year 2 cohorts at end of module (2015-16 and 2016-17) … analysed thematically via grounded theory• 44 interviews ( x 30 mins ), 61% response rate:   male = 45%    female = 55% • Group semi-structured interviews with level 3 students elucidating post-assignment behaviour• Essay performance data pre- and post-assessment intervention (inferential stats)• Answers to NSS feedback questionsResults - Enhanced learning experience• Conversation compelled students to engage critically with their work:‘when I have had drafts handed back to me and it’s just written over, either I  don’t understand what they are trying to say, or it’s not clear enough. I can ask you questions if we’re talk ing to each other about it, it ’s easier to see things … It’s definitely better to talk about it’ ‘I’ve had it before where you get electronic feedback and you might not be sure what some of the comments mean … being able to discuss it is important. You get that progress and can discuss how  you can change it as opposed to just saying this is w rong’ Results - Enhanced student performanceBand (%) 2011-2012 (%) 2012-2013 (%) 2015-2016 (%) 2016-2017 (%)0-39 (inc. NS) 16 5 0 5.5*40-49 9 14 3* 5.5*50-59 34 38 28 1760-69 41 38 58 5870-100 0 5 11 14Number (n) 32 37 36 36Average Ecology mark 4.5% higher than average mark for other second year optional modules (p = 0.01) Significantly higher marks 2015-17 v 2011-13 (p = <0.0001)Dialogic assessment* Did not have a meetingThen we delved deeper …• The approach uncovered the inherently emotional experience for students of receiving assessment feedback• Clear evolution in emotions over the feed-forward process:apprehensive, scared, disappointed, upset, ashamed enjoyment, satisfaction, motivation • For some, the meetings were cathartic, reducing their anxiety as they ‘came clean’ with their level of progress• consciously encountering and talking through emotions in a collaborative manner supported a personalised and inclusive learning experience• students noted that the individualised nature of the meeting made them feel cared about:‘Generic comments can be good … but you never know whether they are applicable to you or not. So getting personalised feedback is really useful’‘I definitely felt like you cared about what [grade] I was getting’• students reported altered behaviour post-meeting, within-task and with respect to post-assignment self-regulation • they self-avowed to increased self-efficacy, believing more strongly in their capabilities to accomplish assignments in future:‘I definitely feel more confident … being able to prepare, structure and write in the future. Not only will I now be able to repeat these steps … but I will also be able to self-critique and identify mistakes or weak areas that I may not necessarily have done before’(Hill, Healey, West & Déry, 2019)Wellbeing audit in your contextKey message from this workshop: • Wellbeing is core to the curriculum in the way we teach (process / approach) and what we teach (content)• Effective learning, teaching and assessment, mainstreaming wellbeing, can complement the role of student support services (HEA, 2017)Wellbeing audit in your context• Consider a contribution you make to TLA• Ask yourself the following questions:o Are there specific learning environments that can be stressful – first time in labs, field, groups, crits/simulations, presentations, internships / placements?o What approaches to teaching create or work to dissipate stress?o How can I dissipate the stresses associated with assessment?o How do I guide my students through transitions (across semesters / years?)o How do I communicate with my students to build a sense of belonging?o Could I make better use of technology to support wellbeing? 15 MinutesWellbeing audit in your context• On your table, try to identify one stress mitigation action you believe would impact on student stress and enhance performance in your context• Groups to share with the room15 Minutes10 MinutesWellbeing audit in your context - debreif• Effective TLA approaches that promote wellbeing embrace relational partnership working and acknowledge the whole student:o Active, experiential learning: group work, inquiry- / research-based learning, service learning, practice-based learning o Compassionate T&L: relate to students in ways that are welcoming, and sensitive to them as individuals  (Gilbert compassion video)o Inclusive and contemplative (contemplative pedagogy network blog)o Dialogic teaching and assessment (see later case study)• Create a sense of identity and safety for students – fellow students viewed as resources for learning not competitorsConclusionsImplications for practice:• Relate to students in ways that are hospitable and attuned to them as individuals• Adopt active student-centred and social pedagogic approaches such as group work, inquiry-based learning and authentic assessment• Seek training from Educational Developers who might support you to work positively with the emotional aspects of learning • Learn from one another through co-teaching or simply sharing the emotional labour of teaching • Consider how to adapt different teaching, learning and assessment practices across different FHEQ Levels which consider wellbeing and emotion References• Department of Education and Early Childhood Development (2010), The effectiveness of student wellbeing programs and services, https://www.parliament.vic.gov.au/papers/govpub/VPARL2006-10No270.pdf.• Carter, M.A., Pagliano, P., Francis, A. & Thorne, M. (2017), Australian university students and mental health: Viewpoints from the literature, International Journal of Innovation, Creativity and Change, Vol.3, 1-25.• Equality Challenge Unit (2015), Equality in higher education: Statistical report 2015, https://www.ecu.ac.uk/publications/equality-higher-education-statistical-report-2015/• Ferguson, D. (2017), The rise in student mental health problems – I thought my tutor would say deal with it, The Guardian, 29th August 2017. • Hill, J., Healey, R., West, H. & Dery, C (2019), Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing, Journal of Geography in Higher Education, In Press. • Hill, J. & West, H. (2019), Improving the student learning experience through dialogic feed-forward assessment, Assessment & Evaluation in Higher Education, DOI: https://doi.org/10.1080/02602938.2019.1608908. • Pang, W. (2017), Peace of mind: Universities see spike in students seeking mental-health help, The Globe and Mail, 18th October 2017. 

Reconceptualising assessment to promote student learning, resilience and wellbeing

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Reconceptualising assessment to promote student learning, resilience and wellbeing

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