Integrating assessment into a learning activity.

Location:

When did you first introduce the innovation?

Between 12 and 24 months ago

Please describe the innovation you have developed

Postgraduate students studying the Education in Action module work in pairs to design and defend a poster that critically analyses and evaluates differing assessment methods. The posters are displayed as if at a conference and one of each pair defends their poster to their colleagues (who are all the second members of the pairs) who are doing a walk around. After a specified time (usually 1 hour) the students swap and the second student defends the poster to the new group of colleagues. The feedback they receive from the reviewers is written up along with a critical reflection of the poster development which details rationale for design and inclusion of materials and this is submitted as part of their final e-portfolio submission.

What prompted you to develop this innovation?

The underpinning philosophy of the programme is to be student centred and relevant at all times. I had used the poster design and review process as a learning activity previously but wanted the students to value the learning within the activity and the process of learning about assessment. I wanted assessment to be a learning experiences in itself rather than an endpoint to be focused on to the exclusion of the learning experience.

In your view, what is it about this innovation that makes it different/important?

The innovation is important because I wanted to take the focus of learning away from the summative assessment and for the assessment to be a learning experiences in itself rather than an endpoint to be focused on to the exclusion of the learning experience. Feedback from the students suggests this has been successful with several considering using posters as a means of assessment for their teaching.

To what extent does your innovation make use of existing approaches, resources or technologies?

The innovation makes use of the Blackboard system (called The Hub) which is an existing resource. Students can use any technological system they wish to design and produce their poster which is then uploaded to the Hub and can be viewed by all students.

To what degree has this innovation led to changes in education or clinical practice?

Feedback from the students suggests this has approach, and variations of it, have been used successfully in their teaching roles. Several have now included using posters as a means of assessment for their teaching.

What evidence do you have of the impact of the innovation?

Student evaluation of the module.

Commendation form external examiner of approach.

To what degree has the innovation been disseminated in your organisation or elsewhere?

Disseminated through annual programme monitoring as an example of good practice.