LTA Connect - Exploring and celebrating the SLE: Student Partnership Through Agency and Collaboration in Self and Peer Assessment Activities

Session Outline

This presentation examines a series of interventions to engage students as active participants in the delivery and design of formative self and peer assessment activities as well as in summative reflections on their development through those processes.

Informed by theory, practice and student feedback, Deirdre has developed an inclusive practice to support belonging and agency in the delivery of assessment activities that encourage peer support to enable self-reflection, self-assessment and self-directed learning skills.

The activities centre around groupwork in peer assessment, which encourages discussion of peer work against assessment evidence requirements. These activities encourage a deeper understanding of learning outcomes and their mapping to instruments of assessment; a sense of belonging through dialogue; a sense of agency and competence through the responsibility bestowed; and subsequent reflection on each students’ own work through comparison.

This subsequent reflection allows students to critically analyse their own work against assessment requirements and encourages them to both acknowledge their areas of strength and achievement as well as identifying and actioning areas for development and improvement.

In addition, students are invited to co-deliver sessions and give feedback, which shapes subsequent sessions, further allowing a sense of ownership and agency over their own learning experience.

The presentation will also show the impact of these interventions through student feedback from their experiences of the sessions and analysis of data from student interviews following 2 of the interventions. The feedback and data demonstrate the impact of partnership and collaboration on their feelings of belonging, agency and competence, which ultimately enables them to identify and address their own development needs more independently.

Presenter

Deirdre Anne Murphy

As a multi-disciplinary 3d designer-maker and arts educator, Deirdre worked in creative education for over 2 decades. With a wealth of experience in managing staff and resources, restructuring and developing courses, course materials and assessment strategies, she has led on a breadth of courses to engage and progress a diverse range students. Now in her new role as Lecturer in Learning Innovation and Development and a new graduate from the MEd Learning and Teaching in the Arts programme at Royal Conservatoire of Scotland, her interests lie in promoting and supporting learning, teaching and assessment practices that imbed inclusion and promote self-determination, and an approach to the creative process that incorporates collaboration and crosses traditional definitions of discipline, whilst supporting positive mental health and wellbeing. Throughout her career she’s developed good partnerships; working with stakeholders and responding to their needs to incorporate change and develop courses designed to engage and support the progressions of specific groups of learners and meet a broad range of agreed objectives. She has built relationships across FE, HE, industry, government and community groups, developing projects with live clients, schools, prisons, and within community development organisations. Driven by a natural curiosity and desire to progress ideas, she embrace the ethos of life-long learning for personal and professional growth and has a firm commitment to professional development in design and teaching practices. This is exemplified in a strong record of formal qualifications, training opportunities and professional registration.

Learning and Teaching Enhancement Strategy Values

Advance HE Professional Standards Framework

• V1 respect individual learners and diverse groups of learners
• V2 promote engagement in learning and equity of opportunity for all to reach their potential
• V3 use scholarship, or research, or professional learning, or other evidence-informed approaches as a basis for effective practice
• K1 how learners learn, generally and within specific subjects
• K2 approaches to teaching and/or supporting learning, appropriate for subjects and level of study
• K3 critical evaluation as a basis for effective practice
• A1 design and plan learning activities and/or programmes
• A2 teach and/or support learning through appropriate approaches and environments
• A3 assess and give feedback for learning
• A4 support and guide learners
• A5 enhance practice through own continuing professional development

Professional Standard's for Scotland's Colleges

• 1.2.3 Promotes, enables and empowers students to engage and achieve in learning in order to maximise their potential. 
• 1.1.3 Develops learning relationships based on mutual respect and integrity
• 3.1.3 Continuously and actively engages with up-to-date research and developments in learning, teaching and assessment to inform practice
• 2.2.1 Engages with current theories of learning, teaching and assessment and how these are applied to specific subject or curricular areas for student learning.
• 3.2.2 Plans, develops and uses a range of learning, teaching and assessment strategies to meet the different needs and learning preferences of students
• 2.5.3 Understands how to reflect critically on their own learning, and the application of this knowledge to student learning and experiences. 
• 3.3.1 Designs, delivers and evaluates a demand-led curriculum which prepares the students for a dynamic labour market. 
• 2.2.7 Understands the strategies required to support learning in a range of learning environments. 
• 2.3.5 Understands the nature and agenda for sustainability, and works in partnership to ensure the most effective, efficient and inclusive development and use of learning resources.
• 1.2.4 Supports and encourages students to take personal responsibility for leading their own learning.
• 1.5.3 Participates actively in continuous career long development of professional knowledge, understanding and practice. 

To Book

Please email events.lta@uhi.ac.uk to book a place on this event. This event is open to colleagues across the sector. 

Accessibility

We want to make this a positive experience for all participants and hope we have met everyone’s needs in joining this event. If you have particular access needs please contact us at lta@uhi.ac.uk so we can work together to get you as good an experience as we can.

Privacy

Please read our policy on how we treat any personal information collected in relation to our events:
Data Protection Statement for Events