Good practice in learning teaching and assessment

1
Good practice in learning teaching and assessment

• Peter Thompson
• Department of Psychology

2
Single Honours Course

• Our programme is simple and transparent
• No joint degrees
• Everyone does the same course
• No agonising choices
• Clear single path for learning

3
Assessment strengths

• Assessment over all years
• Terms 2-5 form core course
• Keeps students motivated
• Lessens stress
• Allows choice in 3rd year
• Avoids repetition
• Mix of assessment methods
• 60 exam, 20 essay, 20 practical (generally)
• Exams in Week 10
• Allows preparation for next term
• Avoids stress in vacation

4
Final year

• Project
• Real research in a real lab
• Subject hours
• Supervision by real researchers
• Possible because of research strength
• Possible because of flexibility in year 3
• Literature Survey
• Advanced Modules

5
Our own building

• All lectures in the same room
• All seminars / practicals in same building
• Students know our support staff because they see
  them every day
• Dedicated secretary for undergraduate matters
• Teaching Fellow dedicated to overseas student
  support
• Plus extra tutorials and courses for overseas
  students
• Sense of belonging

6
APOD etc

• Appraisal at the point of delivery
• Of some use to the appraised
• Of enormous benefit to the appraisor
• Should exploit better the lessons learnt
• Mentoring of all new staff
• Double marking
• Team teaching

7
Higher Education Academy Psychology

• Psychology LTSN embedded in the department for
  many years
• Close links maintained now HEA Psychology in
  Market square
• Close links with HEA, based in York
• NSLC

8
Embracing technology

• Web - comprehensive material.
• VLE - early adopters for difficult modules.
• RLOs
• Podcasting - popular and expanding
• PsychBoard - forum
• Computer based assessment

9
Guardian University Guide 200801/05/07

• tch fbk /s Ss job VA ent
• Oxford - - 10 8 10 7 10
• UCL 8 8 10 9 9 8 9
• St Andrews 10 9 8 8 9 8 9
• York 9 7 8 8 9 6 10

10
National Student Survey

• Ox ucl st A york
• Teach 4.1 4.4 4.2
• Assess 3.6 3.8 3.5
• Acadsupp 3.9 4.1 4.2
• Manage 4.2 4.2 4.5
• Resources 4.3 3.9 4.2
• Pers. dev 4.0 4.3 4.1
• Satis. 4.3 4.5 4.4

11
Assessment weaknesses

• NSS questions on assessment
• Criteria used clear in advance
• Marking has been fair
• Feedback has been prompt
• Detailed comments given
• Feedback helped clarify things
• Assessed coursework in years 1 2,
• returned to students,
• single marked by graduate students
• Assessed work in year 3,
• not returned to students,
• double marked by staff

12
Conclusions