Abstract

In this brief presentation we will share our innovative assessment practice on the University of Birmingham’s Postgraduate Certificate in Higher Education. Our formative and summative assessment design is driven by a desire to make assessment a dynamic, learner-driven product of the learning process that is meaningful and useful beyond its function as proof that the learning outcomes have been met.

We have been using the patchwork assessment model since 2015 (Winter, 2003; Jones-Devitt, Lawson & Mayne, 2016; Leigh et al, 2013; Trevelyan & Wilson, 2012). This enabled us to support our learners with formative tutor or peer feedback that is clearly aligned to summative tasks. Since 2018, we have also implemented a ‘capstone’ piece of authentic assessment which is forward-facing, and functions as preparation for continuing enhancement of learning and teaching practice that goes beyond the PGCHE, and beyond the individual’s practice to have wider impact (Darling-Hammond & Snyder, 2000; Hart, 1994).

Expected outcomes of this session:

Reflect on their assessment practice
Consider the potential wider impact of PGCerts on T&L