Abstract

Assessment design is widely recognized as a significant influence upon learning with authentic, meaningful assessments being associated with positive and fruitful learning experiences (Brown, 2005; Carless, 2017). Assessment methodologies within higher education have evolved to focus on the value of the assessment for the learner, with the concept of assessment for learning now considered as one of the key goals of the assessment process.

Working with learners engaged on a Postgraduate Certificate of Academic Practice (PgCAP), creating assessments that are authentic is considered particularly important for a number of reasons. Firstly, the process of engaging with authentic assessment can be considered a mechanism for skills development relevant to the work base of the individual (Sotiriadou et al, 2020), developing skills that can be used to inform their own area of practice. Given the temporal nature of learners combining PgCAP study with the delivery of their own learning and teaching practices, the chance to learn about assessment design through experiential means, is considered too valuable an opportunity to miss. In addition, the style and format for presenting the specific relevance that the assessments hold, offers PgCAP learners the opportunity to learn through the practice modelled by the PgCAP teachers. Finally, reflecting upon their engagement with specific assessment types offers PgCAP learners the chance to consider adopting and adapting these assessment methods for use with their own students.

A Professional Discussion is an assessment that affords opportunities for meaningful and rich discussion between a student and an assessor; it is a two-way conversation that provides a platform for the knowledge and understanding of the learner to be explored and as such, is ideally placed for those engaged with work based learning. Based on discussing previously completed formative activities, the Professional Discussion was used as a summative assessment within one PgCAP to facilitate critical reflection and evaluation of personal learning.

This session sets out to explore how and why a Professional Discussion was designed as a summative assessment for teaching staff engaged as learners on a PgCAP programme, and how this assessment method proved to be adaptable, and arguably thrived in the context of teaching during the global pandemic. Further to describing the preparation and logistics associated with the design and delivery of the Professional Discussion, this session concludes with a reflective evaluation of the authentic learning afforded to both learners and teachers.

Expected outcomes of this session:

gain information on an assessment method that can be adapted and utilised within their own area of practice, and delivered in face to face and online learning spaces.
hear a critical reflection of practice and gain an insight into how the assessment method has been used to support the learning and development of students and teachers alike.

PowerPoint: FK PGCHE symposium November 2021_copy.pptx