Faculty Curriculum Redefined Build Phase Workshop Series 2024/25: Building Foundations for Fairness and Inclusion in Assessment and Feedback - Using Constructive Alignment to Empower Diverse Learners

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.

Speakers include:

• Dr Danielle Bromwich, PRHS
• Dr Rubab Ashiq, Design
• Dr Yuri Siregar, Design
• Dr Eva Sansavior

Future workshops

• Faculty Curriculum Redefined Build Phase Workshop Series 2024/25: Fairness in Assessment and Feedback - the Arts and Humanities Context
• Faculty Curriculum Redefined Build Phase Workshop Series 2024/25: Fairness in Assessment and Feedback - a Focus on Co-creation and Student Literacies
• Faculty Curriculum Redefined Build Phase Workshop Series 2024/25: Lessons Learnt – Reflecting on Assessment and Feedback Practice Over the Last 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