Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Exploring employability through assessment and feedback
1. * Webinar 22nd April 2013 slide *
Exploring Employability through
Assessment and Feedback
Rich Osborne, Adele Bull and Peter Bullen
2. Webinar structure
* Webinar 22nd April 2013 slide *
• Introduction
• Employability as a ‘driver’ for change
• Employability initiatives – What are you doing?
• Assessment and Feedback as a ‘vehicle’ for
change
• Technology as a ‘supporter’ of change
• Feedback, discussion and questions
3. Assessment and Feedback Programme – Strand A
* Webinar 22nd April 2013 slide *
• The eight projects in this strand aim to redesign
assessment and feedback practices, making best
use of technology to deliver significant change
at programme, school or institutional level
• www.jisc.ac.uk/assessmentandfeedback
4. • Review of Business-University Collaboration;
Sir Tim Wilson, Feb 2012:
http://www.hefce.ac.uk/news/newsarchive/2012/na
me,69548,en.html
• Employability is a ‘theme’ in the Strand A projects.
2 Cluster A projects are focussing on this theme
• More information available on the Design Studio:
http://jiscdesignstudio.pbworks.com/w/page/52947
111/Assessment%20and%20employability
* Webinar 22nd April 2013 slide *
Themes
5. * Webinar 22nd April 2013 slide *
COLLABORATE
Rich Osborne and Liz Dunne
Bringing together staff, students and
employers to create employability focused
assessments enhanced by technology.
6. * Webinar 22nd April 2013 slide *
Feedback and Assessment Strategy
Testing
FAST
Adele Bull and Tony Harris
Integrating technology within assessment
and feedback activity to enhance
employability.
7. Words/Phrases used to describe assessments/assignments
that support „employability‟. For example : assessments for
„employability‟; or „authentic‟ assessments; or............?
Which descriptor would you (your institution) use?
A. Professional practice
B. Work-integrated
C. Authentic
D. Situated
E. Other (please enter the word or phrase in the text chat
box)
* Webinar 22nd April 2013 slide *
Terminology
8. * Webinar 22nd April 2013 slide *
Employability as a ‘driver’ for change
9. Drivers for change
Employability is potentially the biggest force driving people to
University ...
• Amongst the foremost reasons for those 22+ considering
a university education (Pollard et al, 2008)
• Almost 80% of students stated improving job
opportunities was the most important reason to go to
university (CBI/NUS, 2011)
10. Many Employability Initiatives
The Exeter Award
Career Zone
Enterprise and self-
employment
Global
employability
CVs, applications,
interviews
Graduate jobs
Part-time jobs
Internships
Skills training
and events
Career research
Volunteering
Placements
11. What's Missing?
Wilson Review (2012) suggested a gap between business
and higher education.
One recommendation of many:
“Universities should reflect on the opportunities that are
provided for students to develop employability skills
through the formal learning methodologies used within
the university” (Wilson, 2012, p.10)
13. New employability stats available to
potential students
Local institution advertising on the radio
boasting about 98% employability
Feedback from local employers and UCP
to say graduates unprepared for
employment
Tuition fees – students demand return on
investment
Drivers for change
Unlocking Cornish potential: www.gradcornwall.co.uk
14. 2009 decision taken to add a shared employability module to all
foundation degrees
•45 programmes
•Across 6 campuses
•Approximately 800 students
•Significant change in teaching style – learner led/ Problem
Based Learning
•Cross College working and standardisation
PESD – Personal Employability and Skills Development
module
15. * Webinar 22nd April 2013 slide *
Employability Initiatives - what are you
doing (related to the curriculum)?
EFFECTIVENESS
COMPLEXITY
16. * Webinar 22nd April 2013 slide *
Assessment and feedback as a vehicle for
change
17. What students attend to, how much work they do and how
they go about their studying is completely dominated by
assessment (Gibbs, 2004)
But can exams really prepare
students for the office?
Other forms of assessment
exist which may be better
suited ... e.g. „authentic‟
assessment
Assessment Drives Behaviour
18. Originated in US K-12 system in the early 1990‟s, focused on
real world problems in real world contexts.
Can be challenging in higher education, 'authentic' has
multiple meanings ...
“the term inappropriately implies that some assessment
approaches are superior to others because they employ
tasks that are more „genuine‟ or „real‟” Terwilliger (1997,
p.27)
Authentic Assessment
19. Combines concepts of authentic assessment with local views
and other research. Defined by six 'dimensions':
Work-Integrated Assessment
‘Real World’ Problem / Data
Set an overall real world
problem, supported by real
world data
Collaborative Working
Create teams of students from
the outset, encourage
collaboration
Varied Audiences
Aim to set explicit audiences
for each assessment point
Multiple Assessment Points
Move to a more distributed
pattern of assessment;
consider introducing ‘surprise’
points
Light Structure
Lightly structure the overall
assessment; reward student
approaches
Peer / Self Review
Include peer and/or self review
explicitly in the assessment
process
21. Study
Skills
Transferable Skills
Self awareness/ reflection –
knowing own strengths and
weaknesses and learning
from experience
Career Focus
Career options, gaining
experience and creating
opportunities, applications
and interviews
Assignment 1
Reflection on group challenge
Peer marking and feedback
Assignment 2
Career Development Plan
Or
Going through the application and
interview process for current dream
vacancy and reflecting on the outcome
and development needed
PESD module overview
22. • Spend previous two years focusing on lesson plans and SoW to
ensure maximum impact
• Managed to secure increased student attendance and
participation
• Still some students not participating/ attending
…. However all students participate in assessment
:. Wanted to gain maximum impact and learning from
assessment
PESD – Personal Employability and Skills Development
module
23. * Webinar 22nd April 2013 slide *
Technology as a supporter for change
24. We align our learning outcomes, teaching methods and
assessments - but what about technologies?
Can Affordances theory help?
“The affordances of the environment are ... what it
provides or furnishes” Gibson (1979, p. 127)
What does Blogger provide?
What does LinkedIn provide?
What does Skype provide?
...
...
...
Integrating Technologies
25. 60+ "off the shelf" technologies, aligned with the dimensions
model.
Technology "Top Trumps"
27. Video diary
Filmed student interviews –
students asked to watch back
and reflect
Encourage participation in
online networking via
LinkedIn
Introducing technology
Using video to enhance
impact of learning and self
awareness of how students
come across to employers
Assignment 1 Assignment 2
28. * Webinar 22nd April 2013 slide *
Feedback, discussion and questions
