HET101 Teaching and Learning in Creative and Academic Practices in HE Assignment 4.

Supporting assessment and feedback One to One Sessions All students have the opportunity to ask their librarian for support either through a pre-arranged session or just as an impromptu drop-in. It can be about an aspect of using the library or developing research skills, but most sessions are initiated by an assignment. The student usually presents with the assignment title or question and wants support in finding material to help answer it. Some students have, prior to the session, conducted some research and some students have not. The assessment task for me is to understand where the students are in their understanding, where the gaps are in their knowledge, how they learn best, the academic level of the research material required and how best to provide the support they need. My main aim is to encourage the students to enjoy the research process. If they start to find the process satisfying they are more likely to use it for further assignments and in new contexts. Being able to assess students successfully during these one to one sessions is really important in being able to achieve this aim. Although these sessions do not formally sit within the curriculum, they provide the opportunity for students to receive further support in achieving the learning outcomes of the course.

Assessment Cycle

Setting the assignment

Launching the assignment Reviewing the assignment

Assisting the assignment Feedback on the assignment

HET101 Assignment 4 Assessment cycle grid Setting the assignment

Deliberations? Is there constructive alignment between teaching, learning and assessment? Does the assignment allow students to demonstrate appropriate skills, knowledge and understanding?

Launching the assignment

Deliberations? Are there opportunities for verbal briefings and Questions & Answer sessions? Are students offered samples of high, medium and low standards of work?

Assisting the assignment

Deliberations? Are there formative feedback opportunities?

Own observations: One to one sessions are hinged on assessment of understanding and the style of learning of the individual. I have created 2 prompt sheets 1 for them to take away and 1 for me. This helps me assess their current level of understanding about research, the level of information they need and the amount of help they require based on e.g. the research question, their level of understanding or the amount of time they have for research. According to John Biggs definition of Constructive Alignment I shape the learning in these sessions around the learning outcomes defined in the assignment briefs, whilst also assessing what I consider to be the necessary research-focused learning outcomes of the session. I am also guided by the students needs, questions and levels of understanding. It is also much easier for me to support the students when I understand the context of the assignment and know the tutors who have created these. The prompt sheets help me assess more consistently and provide more thorough feedback for these students, however each student presents in a different way and it is difficult to get the assessment right each time. Own observations: Usually these sessions are delivered face to face which allows helps me more quickly and easily assess the type of support, help or information they need. My main priority in these sessions to be friendly and relaxed to help the students feel at ease if they are they will be much more receptive to new information and willing to ask questions. I do not provide feedback about the level of their research skills as I am keen to encourage students at whatever level they can manage. However there may be an opportunity in the near future for students to make their own assessment of their research skills. This may also become more necessary if research skills are included more prominently in the marking criteria of assignments. Own observations: The one to one session is in itself a formative feedback opportunity, however students might find they receive more useful feedback from a second session. Sometimes students bring their own laptops to these sessions this works

Does the teaching and learning prepare students for the mode of assessment (e.g. presentation development if assessment is via a presentation)? Does it provide opportunities for practice and to learn from any mistakes?

Feedback on the assignment

Deliberations? Is there a tight marking turn-around time so that students can learn from this assignment? Are there any opportunities for students to discuss their marks and feedback comments with lecturers? Does the written feedback and numerical grade match on each assignment? Can the students understand the feedback comments? Can the students apply the learning from the feedback to other areas of their work?

Reviewing the assignment

Deliberations? Were there sections of the assignment brief that caused confusion? Should the brief be redrafted for next year? Was there any external examiner feedback on this assignment?

really well as the students can conduct the searches themselves and navigate their way to different databases rather than having this demonstrated to them. If they have their own laptop there is more chance for enquiry-based learning to take place encouraging students to think about how to answer their assignment questions, identify keywords and try out different databases. I can then be there to support and provide direction and encouragement as needed. This type of learning allows students to learn from mistakes and for me to provide further guidance if I assess that it is required. Own observations: No formal marks are given for research skills. Occasionally this is recognized as an element of the marking criteria, but librarians are not directly involved in this process. I sometimes give verbal feedback on e.g. choice of databases or search terms or evaluation of an article they have found. Although I do not provide written feedback, I do provide them with a prompt sheet to take away where we have written down the search terms or highlighted databases or library materials for use. It is hoped that this gives students a reminder of what we looked at in the session which gives them somewhere to start when they continue the research process. I have not had any direct feedback on this yet as the prompt sheets are fairly new. I try to get across in the one to one and group sessions that learning research skills are important for all areas of their studies and life outside formal education by giving practical examples and encouraging them to try their search skills and techniques in different places. These are skills employers will want the ability to search effectively, analyse and evaluate information sources. This recognition will help meet the needs of curriculum alignment process. Own observations: Assessing students understanding is a constant learning process quite hard to always get it right. It is always helpful to develop and explore new ways of explaining things clearly and to consider different learning styles and how to play to the students strengths. Many students I see are dyslexic and so I am always looking a new methods and technologies that will better support these students.

Key points emerging:

On reflection, there are not enough opportunities to feedback on research skills. Students who choose to have a one to one session with a librarian will be informally assessed and given help and feedback as appropriate, however most students will not engage with this opportunity. On the other hand, it would not be possible to provide this level of support to all students. Maybe the development of the online information literacy module will go some way to providing assessment and feedback on research skills to the broader student population. It would be really useful for librarians and lecturers to work together on supporting the delivery of assignments especially, for example, on research methods modules. I think it would also be helpful for librarians and lecturers to work to together to help ensure curriculum alignment takes place in the construction of a module or assignment.