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► Learning and Teaching and Assessment
Full Text from Consultation Document
Learning and Teaching and Assessment
9.1 Students vary in their preferred learning styles. We therefore need to ensure that all students have the chance to benefit from their own learning strengths as well as to develop new strengths. Different types of assessment test different skills in the student. Accordingly it is necessary, both for purposes of increasing the employability of the student and on grounds of simple justice, that students should be assessed in ways that require them to show the full range of skills they have acquired. The University’s current Code of Practice on Assessment requires programmes to have a range of assessment techniques that are appropriate to the teaching and learning methods and the specified learning outcomes and we need to ensure that this is adhered to and that our students, both undergraduate and postgraduate, experience a range of learning and teaching styles and a range of assessment methods. We need to ensure that this is delivered at modular as well as at the programme level. (Support and guidance from CLL will be available to assist in this.) Reducing the optionality within programmes should make this easier to monitor and remove the opportunities for students to limit their exposure to a full range of learning and teaching and assessment methods.
9.2 It is proposed that the curricula of UG and PGT programmes be reviewed to ensure there is an appropriate range of learning and teaching techniques and range of assessment methods.
LGoS Believes:
- The Guild welcomes the University’s desire to tailor their curricula to the wide range of student learning styles. However we have concerns that the infrastructure the University needs to make this happen is not present yet.
- To have a wide range of assessment types, the university should have a strong and robust virtual learning environment (VITAL) with a minimum standards policy for all members of staff across the university. Students should expect VITAL to support what the lecturer is achieving in class, whilst providing the lecturer with the tools to test a wide range of skills and teach to a wide range of learning styles.
- In addition to this, the University should look into how it trains its own teaching staff, who have invariably come from a learning and teaching system with significant emphasis on written examinations as the main form of assessment. Staff will need appropriate support from the Educational Development team within CLL to implement these proposals on such a short timescale.
- Also, the assessment criteria should be very clear especially when it comes to non-traditional forms of assessment, for example oral presentations or group work. It would be useful for students, and probably staff, for the university to create actual policies on these forms of assessment.
- The University should also take this opportunity to implement anonymous marking across the University wherever possible.
- How would you like to see your assessment criteria changed? Is this a positive development?
- And is there anything else you would like to say? E-Mail: Edward.Moloney@liv.ac.uk
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