Faculty Curriculum Redefined Build Phase Workshop Series 2024/25: Developing Student-centred and Inclusive Assessment and Feedback Practice in the Arts and Humanities

This workshop series will support colleagues in Faculty programme teams to develop and share arts-and-humanities-relevant approaches to assessment and feedback as part of Curriculum Redefined

Faculty Curriculum Redefined Build Phase Workshop Series 2024/25: Developing Student-centred and Inclusive Assessment and Feedback Practice in the Arts and Humanities

Series lead: Dr Eva Sansavior, Academic Development Consultant (Curriculum Redefined).

Assessment and Feedback is a shared strategic priority within the Curriculum Redefined (CR) project and the Schools’ and Faculty of Arts, Humanities & Cultures’ National Student Survey (NSS) response plans.

This workshop series will support colleagues in Faculty programme teams to develop and share arts-and-humanities-relevant approaches to assessment and feedback as part of the build phase of Curriculum Redefined. Participants will have access to a suite of bespoke curriculum development resources and student-facing guides developed by Dr Eva Sansavior.

Series aims:

• Surface and share evidence-led pedagogic practice across disciplines in the arts and humanities.
• Co-create a cross-disciplinary staff-led faculty context for building practice and learning across practice-based and theoretical disciplines.
• Engage staff and students in possibilities for co-creating assessment and feedback.
• Share and co-develop discipline-relevant practice development and SoTL resources.

Workshop 1 – November 05, 1-3 p.m. Esther Simpson Building, SR (3.01) Book here.

Building foundations for fairness and inclusion in assessment and feedback: using constructive alignment to empower diverse learners

Constructive alignment (Biggs, 2003) is a key underpinning principle for the broad range of redefined processes in the University’s new approach to assessment and feedback from learning outcomes and assessment briefs to assessment rubrics. What are the benefits of a constructively aligned curriculum for student learning? How can student-facing documents such as learning outcomes and assessment briefs serve as productive prompts for empowering students to experience assessment and feedback as fair and inclusive?

Drawing on the educational literature, this practical and reflective workshop will explore the following themes:

• The Why of CR paperwork: Introduction to the principles of constructive alignment
• The benefits of constructive alignment for student learning and students’ experiences of fair and inclusive assessments
• Active ways to engage students with learning outcomes and assessment briefs
• Examples from colleagues on how they are engaging students.

Future workshops are:

Workshop 2 – February 13, 1- 3 p.m.

Fairness in assessment and feedback - the arts and humanities context

Fairness is used as a key indicator of student experience of assessment and feedback in the National Student Survey (NSS). How do arts and humanities disciplines understand, define and implement fair assessment and feedback practices? Are there any distinct affordances and challenges that arise in the teaching and learning of these disciplines for which interpretative fluidity, criticality, and creativity serve as defining pedagogic values?

Themes for discussion include:

• Defining and communicating standards in the practice-based and theoretical disciplines
• Co-creating standards with students
• Accounting for GenAI
• Implementing inclusive assessment and feedback practices
• Working with formative feedback, assessment rubrics and exemplars.

Workshop 3 – March 26, 1-3 pm.

Fairness in assessment and feedback: a focus on co-creation and student literacies

This second workshop on fairness in assessment and feedback situates the theme of defining disciplinary standards (explored in workshop 2) within two practices which explicitly centre students’ perspectives and agency: co-creation and assessment and feedback literacies. The orienting question of this workshop is: how are colleagues across the disciplines using co-creation practices and other approaches which foster students’ assessment and feedback literacies?

Themes for discussion include:

• Examples of partnering with students to develop assessment and feedback
• Working with the FAHCSAB and course reps
• Using self and peer assessment
• The role of student-facing guides; discussions of GenAI.

Workshop 4 – April 30, 1-3 p.m.

Lessons Learnt – Reflecting on assessment and feedback practice over the last academic year

This final workshop invites reflection on the successes and challenges of implementing the new student-centred approaches to assessment and feedback centred around constructive

alignment in the Curriculum Redefined Build Phase. Using School-selected priorities defined in the context of the NSS, School and Faculty strategic plans and student feedback data, colleagues will have the opportunity to share perspectives across disciplines on lessons learnt and map out future aspirations for developing practice in assessment and feedback for the coming academic year.

Previous workshops in this series:

Engaging Curriculum Redefined through the Arts and Humanities

FAHC Build Phase CR Workshops: A Focus on Disciplinary Learning and Assessment and Feedback