Where & When

Location: Virtual

Date(s): 5th (09:30) - 27th (13:00) April 2022

Delivered by: Advance HE

Register here (this is a paid event): https://www.advance-he.ac.uk/programmes-events/calendar/inclusive-and-equitable-assessment-and-feedback-series-2

Details

Institutions and individual practitioners face new and ongoing challenges in providing effective, rigorous, and inclusive assessment and feedback to learners. This two-part workshop from Advance HE will introduce the latest literature, practitioner learning, and sector insights to support participants develop their reflective and innovative practice. ‘Feedback’ and ‘assessment’ will be examined both as distinct areas of challenge and development, and as related elements of student learning. Participants will also have the opportunity to critically apply their learning to a ‘live’ assignment or practice used in their institution.

Content

The blended module involves two half-day online workshops, and c. 1 hour of independent reflection and reading. Indicative content: EDI and teaching and learning: sector landscape and foundational concepts Inclusion and constructive alignment of both assessment and feedback for learning Spotlight topics:(e.g.) bias in assessment and feedback; lessons from the pandemic Insights from Advance HE’s major publications on assessment and feedback (2020 and 2021, forthcoming) as well as wider literature and case studies. Introduction to tools and approaches to identify opportunities to enhance your inclusive practice and processes in feedback and assessment as both separate challenges, as well as understanding the relationship between them.

Learning outcomes

Understanding and awareness of key issues: overview of current sector and pedagogic challenges relating to equity and assessment, and principles of designing inclusion and equity into the full assessment and feedback cycle
Shared practice and learning: a ‘spotlight’ focus on issues such as bias, and pandemic pedagogy, will give participants a chance to ‘deep dive’ into current institutional concerns
Enabling enhancement: participants will be supported to apply their learning with group discussion and activities; the opportunity to critically review a ‘live’ practice or policy in their institution; and signposting to a range of resources, reading and toolkits.
Connecting communities: as an ‘open’ programme participants will have the opportunity to work and discuss challenges with colleagues from different disciplines, institutions and roles from across the sector.

Who should attend?

This module is aimed at higher education provider staff (or relevant student partners) wishing to enhance or explore the inclusivity of their assessment and feedback design and processes through a learning and teaching lens. We expect and welcome (e.g.) programme or module leaders; academic developers; QA teams; new and experienced educators looking to enhance their professional practice; student reps/officers or curriculum partners. We also welcome colleagues with related responsibility for tackling structural inequalities who wish to build their knowledge in this area (e.g.). DVCs for Education/EDI; EDI leads/managers; student experience managers. To ensure a mix of participants, we may limit institutions to 3 bookings each for this cohort. Further sessions are likely to be available in future. Note that this session will also be available for online ‘in-house’ delivery in 2021/2.

Who is delivering the course?

This session is delivered by Advance HE Senior Advisers specialising in both EDI and learning, teaching and assessment.

Jess Moody is a Senior Adviser at Advance HE, exploring diversity and inclusion across the staff and student lifecycles in higher education. She has supported a range of universities and colleges with inclusive learning and teaching, and tackling structural inequality. Recent work includes co-authoring Re-considering assessment and feedback practices in light of the Covid-19 pandemic as part of Baughan (ed) On Your Marks: Learner-focused Feedback Practices and Feedback Literacy (2020), the Increasing Diversity end of project report (Advance HE, 2020); and examining ‘what works’ for EDI in the international research and innovation landscape (UKRI, 2020). In 2020-21 she contributed to Advance HE’s Tackling Structural Race Inequality in Higher Education thematic work. Formerly a Senior Policy Adviser at Equality Challenge Unit, Jess has worked in higher education for over 15 years. She holds a Law degree from the University of Oxford, and a Masters in Gender, Sexuality & Culture from Birkbeck.

Dr Patrick Baughan is a Senior Learning Adviser at Advance HE. His focus areas include learning and teaching, assessment, academic integrity, and education for sustainable development (ESD). His recent work includes editing the Advance HE publication On Your Marks: Learner-focused Feedback Practices and Feedback Literacy (2020) and as a lead author for the new QAA and Advance HE Education for Sustainable Development Guidance (2021). Patrick has previously held positions at UCL, City University (London) and the University of Leicester. He has published numerous journal articles and book chapters in fields including assessment and feedback, environmental education, and qualitative research methods, and completed a PhD in Educational Research at Lancaster University in 2019. He co-founded the Learning, Teaching and Assessment Network for the Society for Research in Education (SRHE) and is a convener of the Researching Higher Education Network for the European Educational Research Association (EERA).