SEDA Spring Teaching Learning and Assessment Conference 2016 The next few years are likely to see dramatic change across HE and FE given recent developments in the national context such as the announcements about a possible Teaching Excellence Framework (TEF), removing the caps on student numbers, and increasing use and experimentation with new technologies. Are our assessment and feedback processes sufficiently fit for purpose in this changing context and what can we learn from recent innovation and initiatives in this area?This conference will explore these issues and be relevant and valuable to all academics, educational developers and learning technologists who have a role in improving assessment practice. There is strong evidence that we do need to pause and reflect on the processes and practices which underpin assessment – and feedback practices – in our institutions and across the wider HE sector. The evidence is troubling. Despite a growing theoretical base to guide practice O’Donovan, Rust and Price (2015) highlight there is a considerable body of research evidence that suggests this is the part of the assessment cycle that, as a sector, we generally appear to be worst at delivering, with little practical evidence of any impact on student learning.The apparent ongoing challenges that surround assessment and feedback are perhaps surprising given the range of projects and initiatives over the last decade. The institutional appetite to support educational change in this area is driven largely by the National Student Survey data which has, since its inception, consistently indicated that students are notably less positive about assessment and feedback on their assignments than about other aspects of their learning experience (Williams and Kane, 2008), an assertion which still stands.There have been a number of significant attempts to redress this situation. For example, the Re-engineering Assessment Practices (REAP) project (2005-07) emphasised the importance of formative assessment and developing skills of self-regulation; the Transforming the Experience of Students through Assessment (TESTA) and Programme-Assessment Strategies (PASS) projects provided evidence of the importance of a holistic approach to assessment and feedback design and shared models to support the application of this approach across institutions; while the JISC Assessment and Feedback programme (2010-14) funded the investigation of technology-focussed approaches with the goal of transforming both practice and the student experience. The HEA paper A Marked Improvement (2012) provided institutions with a ready-made assessment review tool, which explicitly promoted the principle of assessment for learning as well as the need for increased dialogue between staff and students around assessment, and even the QAA Quality code chapter B6 (2013), talked of students assessment literacy and the importance of dialogue with them about assessment. So it is both timely, and appropriate to ask how far these initiatives have influenced mainstream practice across the sector and what are the barriers to innovation.O’Donovan, Rust and Price (2015) suggested that our ongoing challenges and failings in the assessment and feedback space reflects the limited and fragmented impact of pedagogic research on practice. Is this indeed the case? What can we individually and collectively do to more effectively share and embed the evidence from this research and the lessons learned from the many valuable projects (past and present) undertaken?Themes
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CALL FOR CONTRIBUTIONS CLOSEDSEDA is inviting proposals for posters, discussion papers and workshops which address the conference themes. The emphasis should be on reflection, exploration, scholarship and evaluation rather than merely a description of activities and technologies. SEDA conferences include sessions which involve delegates in active participation, discussion and development. This is a requirement of all discussion papers and workshop proposals. Activities should go beyond discussion of topics, and should involve critique, analysis, development and action planning by and with participants.Session formatsShort papers: (up to 15 minutes presentation with up to 10 minutes for questions and discussion) an opportunity to introduce and explain new approaches, methods and techniques which relate to the main themes and which are work in progress rather than established initiatives.Discussion papers: (up to 25 minutes presentation plus at least 20 minutes of questions and discussion / exploration), giving an account of research, evaluation, policy or practice, with the emphasis on drawing out lessons for and with others and involving participants in engaging with your findings. Sessions which integrate presentation and discussion, rather than presentation followed by Q&A, will generally be preferred.Workshops: (45 or 90 minutes) with the emphasis on a more detailed exploration of a research-informed issue or resource and including high levels of creativity, innovative thinking, critique, practical participation and action planning.Posters and demonstrations: the maximum size of a poster should be A1. Posters will be available for participants to view throughout the conference. Additionally, there will be a timetabled poster session when presenters should be available to discuss the content with conference participants.Criteria for acceptance of proposalsEach proposal will be reviewed for acceptance at the conference against the following criteria:
Ian Pirie, Professor Emeritus, University of Edinburgh Ian Pirie was appointed Assistant Principal for Learning and Development and Professor ofDesign at the University of Edinburgh in 2011. A full-time educator since 1980, his work in thefield has been in designing and leading the development of innovative programmes of studyin and across Art, Design, Architecture, Business, Computing and Engineering. He isinternationally known in his roles as an examiner, quality assurance reviewer and advisor,with work being undertaken over many years in Malaysia, Singapore, China, Sri Lanka, NewZealand and Australia in addition to his extensive work and involvement with numerous UKand European institutions.For a considerable period of time his research has explored the use of current and emergingdigital technologies in both design practice and in supporting specific pedagogicalapproaches in education. During the past decade and more he has led and worked onnumerous online developments in support of student learning and specifically in the areas of:assessment and feedback at the Robert Gordon University in eLearning; ‘Insight OutLearning’ for the teaching of entrepreneurship with Glasgow School of Art; chairing thedevelopment team of the national portal for the Crafts for the Scottish Arts Council; theinnovative developments in assessment and feedback at Edinburgh College of Art where hewas Assistant Principal for Learning and Teaching; and most recently the online suite of toolsto support personal tutoring, academic guidance and support at the University of Edinburgh.He recently pioneered and led the development of the ‘SLICCs’ (self-designed learningexperiences) that enable students at the University of Edinburgh to design and assessaspects of their own learning to achieve credit, and is currently assisting the RoyalConservatoire Scotland to explore and develop a new approach to assessment and feedbackin the Performing Arts.Ian is a Principal Fellow of the Higher Education Academy UK and Professor Emeritus of theUniversity of Edinburgh.
Margaret Price, Professor of Assessment and Learning, Oxford Brookes University
Margaret Price is a Professor of Assessment and Learning and Director of ASKe Pedagogy Research Centre www.brookes.ac.uk/aske. She is a researcher with strong roots in the practice of teaching and assessment and was awarded a National Teaching Fellowship in June 2002 in recognition of her excellence in teaching and contribution to the development of learning, teaching and assessment in Higher Education.
Margaret is involved in a wide range of research and development of practice projects at a local, national and international level.. She seeks to encourage innovation and foster evidence-based assessment practice within the HE sector.
Her most recent research has looked at the effectiveness of the external examiner system, student perspectives on good feedback and the development of students’ assessment literacy. She has published books on assessment literacy and transforming assessment feedback and also works with institutions to support their work in improving student satisfaction with assessment and feedback, developing student and staff assessment literacy
Tansy Jessop, Professor of Research Informed Teaching, Southampton Solent University @tansyjtweets
Tansy Jessop is Professor of Research Informed Teaching at Southampton Solent University. She leads the ‘Transforming Experience of Students through Assessment’ (TESTA) project, originally funded as an HEA National Teaching Fellowship Project (2009-12). From its small beginnings in four Cathedrals Group Universities, TESTA has extended its reach across more than 50 UK universities, and inspired universities in Canada, India, Australia and South Africa to rethink assessment and feedback principles. TESTA has been a catalyst for thinking about assessment and feedback from a programme perspective, and for teams to design more principled and connected assessment and feedback.
Tansy was the project manager of a JISC funded project in the Assessment and Feedback strand, called FASTECH (2011-14), which pioneered the concept of Student Fellows at Winchester to encourage the innovative use of technology on 15 degree programmes. She chairs the REACT Project Steering Group, a HEFCE funded project which built on Winchester’s Student Fellow Scheme, and seeks to widen the reach of Student Engagement beyond the ‘usual suspects’. Until recently she was Head of Learning and Teaching at the University of Winchester.
Tansy is excited about her move to Southampton Solent which will involve developing a strong culture of research informed teaching. Her research interests include student engagement, curriculum theory and research informed teaching. Publications include work on narrative research methods, social justice, learning spaces and assessment and feedback. Tansy began her career as a secondary school teacher in South Africa, completing a PhD on teacher development in rural KwaZulu-Natal.
PRICES
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Conference Package |
Early bird price (prior to 5pm Thurs 14 April 16) |
Standard price(after 5pm Thurs 14 April 16) |
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Full residential conference delegate (includes one nights accommodation and all meals, including the conference dinner) |
£445 |
£515 |
| Student Concessionary Full residential conference delegate (includes one nights accommodation and all meals, including the conference dinner) Available to Full Time Students Only | £380 | £440 |
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Non-residential day delegate Thursday 12th May (includes lunch and refreshments) |
£169 |
£195 |
| Student Concessionary Non-residential day delegate Thursday 12th May (includes lunch and refreshments) Available to Full Time Students Only | £145 | £170 |
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Non-residential day delegate Friday 13th May (includes lunch and refreshments) |
£169 |
£195 |
| Student Concessionary Non-residential day delegate Friday 13th May (includes lunch and refreshments)Available to Full Time Students Only | £145 | £170 |
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Bed and breakfast accommodation for the night of Wednesday 11th May |
£135 |
£135 |
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Conference dinner Thursday 12th May |
£40 |
£45 |
Day One09.15 – 09.45 Registration and tea & coffee – THE CARLTON SUITE09.45 – 10.00 Welcome and Introductions – THE HIGHLAND10.00 – 11.00 Opening Keynote Address – ‘Assessment and Feedback – why do we bother?’ – THE HIGHLANDProfessor Ian Pirie, Assistant Principal Learning and Development, The University of Edinburgh
11.00 – 11.30 Break – THE CARLTON SUITE
11.00 – 11.30 New to SEDA? Come and find out more Pam Parker and Yaz El Hakim (SEDA Co-Chairs) – BLACKFORD
11.30 – 12.15 Parallel Session 1
12.20 – 13.05 Parallel Session 2
13.10 – 14.10 Lunch – BRIDGE RESTAURANT14.10 – 15.40 Parallel Session 3
15.40 – 16.00 Break16.00 – 16.45 Parallel Session 4
17.00 – 17.45 Networking Getting Published with SEDA James Wisdom (Chair, SEDA Educational Developments Magazine Editorial Committee) – CRAIGLOCKHARTSEDA Fellowship Pam Parker and Yaz El Hakim (SEDA Co-Chairs) – ARTHUR’S SEAT18.00-18.45 SEDA AGM – CRAIGLOCKHART19.15 Drinks Reception – THE CARLTON SUITE20.00 Dinner – THE HIGHLANDDay Two09.15 – 09.30 Welcome to day 2 – THE HIGHLAND09.30 – 10.25 Keynote Address – The feedback conundrum:finding the resource for effective engagement – THE HIGHLANDProfessor Margaret Price, Director of ASKe Pedagogy Research Centre, Oxford Brookes University10.25 – 10.45 Break – THE CARLTON SUITE10.45 – 11.30 Parallel Session 5
11.35 – 12.20 Parallel Session 6
12.25 – 13.20 Lunch13.25 – 14.15 Parallel Session 7
14.20 – 15.20 Closing Keynote – Changing the culture of assessment and feedback through TESTA – THE HIGHLANDProfessor Tansy Jessop, Professor of Research Informed Teaching, Southampton Solent University15.20 – 15.30 Summing up and close – THE HIGHLAND
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