Personal Information
Entreprise/Lieu de travail
Bristol United Kingdom
Profession
PVC Education, University of Bristol
Secteur d’activité
Education
Site Web
www.testa.ac.uk
À propos
Passionate about creative approaches to research and teaching in higher education, I have worked in educational development for thirteen years, leading a few fascinating research projects. My PhD explored teacher development through the stories of rural primary teachers in KwaZulu-Natal in South Africa. It was a study of the gap between the policy landscape and the lived experience of teachers.
The best and the most enjoyable thing I have done is leading the ‘Transforming the Experience of Students through Assessment’ (TESTA) project. TESTA has generated programmatic approaches to assessment and feedback in more than 50 UK universities, and in Australian and Indian universities.
Mots-clés
formative assessment
higher education
programme assessment
testa
assessment and feedback
research informed teaching
academic writing
feedback in higher education
educational change
assessment in higher education
student engagement
curriculum design
dialogic feedback
curriculum theory
higher education teaching
alienation
feedback
curriculum design in higher education
curriculum
assessment for learning
academic reading
metrics
internalising standards
blogging
pedagogic research
formative feedback
sotl
ref
research methods
writing for publication
writer's block
deep learning
technology enhanced learning
assessment design
curriculum frameworks
scaling up
testa audit
personal knowing
exploratory writing
pedagogic relationship
creativity
powerful knowledge
modularisation
research based learning
applied universities
tef
poetry
change principles
peer feedback
constructive alignment
learning outcomes
active learning
plain english
student learning journey
social constructivism
personal feedback
criteria
social practice
assessment and feedback; programme assessment; hig
assessment
summative assessment
evidence-led approach
real-world learning
programme approach
curriculum framework
student alienation
student fellows
slow scholarship
universities
programme asessment
approaches to learning
tacit knowledge
academic development
professionalism
being and becoming
graduate interns
emotions
visual methods
writing groups
writing identity
triangulation
focus groups
assessment experiece questionnaire
testa focus groups
assessment experience questionnaire
educatonal change
upscaling
writing
relational pedagogies
research-based teaching
feedback literacy
assessment literacy
formative tasks
testa programme audit
poetry as representation
sociological imagination
medical education
risk
engagement
student experience
programmatic assessment
publishing
qualitative methods
quantitative methods
narrative methods
editing
objectivity
disciplines
relational feedback
writing habits
feelings
academic identity
boredom
prior knowledge
teaching-focused
research-intensive
formative assessment; assessment and feedback; tes
thinking and writing
retention; student success; sense of belonging; di
cultural change
technology
writing retreat
scholarship of learning and teaching
educational paradigms
progression in higher education
self authorship
student learning journeys
co-creation
south africa
narrative
growth mindset
outcomes-based education
relational feedback; modularisation
research informed teaching; higher education teach
high expectations
prior learning
action research
marketisation; purpose of he
personalising feedback
student learning
failed pedagogies
lecturing
signature pedagogies
learning and teaching
research
creative academic writing
programme assessment; educatonal change; feedback
stylish writing
publication
intellectual development; self-authorship; deep le
educational development
students as producers
emotional barriers
ukpsf
winchester
inspire quality cpd scheme
programme assessment; formative assessment; feedba
assessment for learning; higher education
educational assessment
testa; higher education
assessment for learning; formative assessment
formative assessment; assessment and feedback; hig
higher education; assessment and feedback; program
student engagement; educational development; stude
science assessment
discipline differences
periodic review
varieties of assessment
evidence-led change
australian context
efficiency
dialogue
programme-assessment
Tout plus
Présentations
(140)Personal Information
Entreprise/Lieu de travail
Bristol United Kingdom
Profession
PVC Education, University of Bristol
Secteur d’activité
Education
Site Web
www.testa.ac.uk
À propos
Passionate about creative approaches to research and teaching in higher education, I have worked in educational development for thirteen years, leading a few fascinating research projects. My PhD explored teacher development through the stories of rural primary teachers in KwaZulu-Natal in South Africa. It was a study of the gap between the policy landscape and the lived experience of teachers.
The best and the most enjoyable thing I have done is leading the ‘Transforming the Experience of Students through Assessment’ (TESTA) project. TESTA has generated programmatic approaches to assessment and feedback in more than 50 UK universities, and in Australian and Indian universities.
Mots-clés
formative assessment
higher education
programme assessment
testa
assessment and feedback
research informed teaching
academic writing
feedback in higher education
educational change
assessment in higher education
student engagement
curriculum design
dialogic feedback
curriculum theory
higher education teaching
alienation
feedback
curriculum design in higher education
curriculum
assessment for learning
academic reading
metrics
internalising standards
blogging
pedagogic research
formative feedback
sotl
ref
research methods
writing for publication
writer's block
deep learning
technology enhanced learning
assessment design
curriculum frameworks
scaling up
testa audit
personal knowing
exploratory writing
pedagogic relationship
creativity
powerful knowledge
modularisation
research based learning
applied universities
tef
poetry
change principles
peer feedback
constructive alignment
learning outcomes
active learning
plain english
student learning journey
social constructivism
personal feedback
criteria
social practice
assessment and feedback; programme assessment; hig
assessment
summative assessment
evidence-led approach
real-world learning
programme approach
curriculum framework
student alienation
student fellows
slow scholarship
universities
programme asessment
approaches to learning
tacit knowledge
academic development
professionalism
being and becoming
graduate interns
emotions
visual methods
writing groups
writing identity
triangulation
focus groups
assessment experiece questionnaire
testa focus groups
assessment experience questionnaire
educatonal change
upscaling
writing
relational pedagogies
research-based teaching
feedback literacy
assessment literacy
formative tasks
testa programme audit
poetry as representation
sociological imagination
medical education
risk
engagement
student experience
programmatic assessment
publishing
qualitative methods
quantitative methods
narrative methods
editing
objectivity
disciplines
relational feedback
writing habits
feelings
academic identity
boredom
prior knowledge
teaching-focused
research-intensive
formative assessment; assessment and feedback; tes
thinking and writing
retention; student success; sense of belonging; di
cultural change
technology
writing retreat
scholarship of learning and teaching
educational paradigms
progression in higher education
self authorship
student learning journeys
co-creation
south africa
narrative
growth mindset
outcomes-based education
relational feedback; modularisation
research informed teaching; higher education teach
high expectations
prior learning
action research
marketisation; purpose of he
personalising feedback
student learning
failed pedagogies
lecturing
signature pedagogies
learning and teaching
research
creative academic writing
programme assessment; educatonal change; feedback
stylish writing
publication
intellectual development; self-authorship; deep le
educational development
students as producers
emotional barriers
ukpsf
winchester
inspire quality cpd scheme
programme assessment; formative assessment; feedba
assessment for learning; higher education
educational assessment
testa; higher education
assessment for learning; formative assessment
formative assessment; assessment and feedback; hig
higher education; assessment and feedback; program
student engagement; educational development; stude
science assessment
discipline differences
periodic review
varieties of assessment
evidence-led change
australian context
efficiency
dialogue
programme-assessment
Tout plus