Tuesday 19th November 2013 10:00am-2:00pm (Teaching Grid)

 

Warwick has recently been reviewing its practice to emphasise the importance of assessment for learning. This event provided an opportunity to share experiences, ideas and examples of innovative approaches to assessment, as well as to reflect on best practice and effective strategies to support students’ formative development.

Speakers include Ashley Roberts (WBS), Paul Raffield (Law), Rachel Dickinson (WBS), Robin Naylor (Economics), Renske Doorenspleet (PAIS).

Click on the links below to view the individual presentations:

Ashley Roberts 

 

Paul Raffield 

"The subject of my presentation was continuous assessment in Shakespeare and the Law: a half-module, which is taught jointly by the Law School and the English Department to a class consisting of roughly equal numbers of Law students and English students. With the assistance of four undergraduates who took Shakespeare and the Law last year, I was demonstrating the value to students of different types of group presentation as a kind of formative assessment, and how this prepares students for the final summative assessment, in which they write and perform a dramatic work, based on the theme of the trial."

The students who participated were: Christopher Collins-Adams (Law); Megan Roberts (Law); Nima Taleghani (English); Matthew Young (Law). They all have Warwick email addresses.

Rachel Dickinson 

"This session introduced the use and practice of critical incident theory in the PG Teaching Shakespeare (on-line). We will consider CIT as a method of data collection and how it is being used in this context as an assessment for / of learning tool. I am interested in how CIT can be used to develop student's critical skills in a virtual setting, as well as it's potential to stimulate on-line dialogue and encourage peer engagement."

Robin Naylor 

"In Economics we attempt to devise our strategies for assessment and feedback in such a way that they are consonant with each student’s potential for academic, personal and skills development. This involves encouraging and enabling the student to become a reflective learner and researcher and to engage with us in seeing how teaching and learning is based in significant part on skills and development. We also see it as important that we support the student in relating their studies and their development to possible opportunities and trajectories beyond graduation and hence we see it as crucial that the Department liaises closely with Warwick’s Student Careers and Skills."

Video credits: Emily Little, Media Training Adviser (Communications Office/Learning and Development Centre).