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Rethinking Assessment - An Academic Program Directors Guide

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Early Start Building

21.114

Australia

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Presented by WATTLE in collaboration with UOW College.

This interactive workshop hosted by Professor Chris Rust is intended for any course or subject leader, or Head of School/Department, who seriously wants to improve assessment practice and align it with current UOW (TAPS) and HESF policy. Supported by current research, the workshop will argue the need to reduce but improve summative assessment, in particular regarding the assessment of course learning outcomes and integrated learning, while increasing opportunities for formative assessment, the development of the students’ assessment literacy, and effective engagement with feedback. We will also consider how assessment standards can be shared with the course team, students and for external referencing purposes. Above all, this workshop will provide practical examples of how this can all be achieved in the real world of Higher Education.

Professor Chris Rust , Oxford Brooks UK

Bio: Professor of Higher Education, Oxford Brookes University, UK, Chris has been Associate Dean (Academic Policy). Previously, for ten years, he was Head of the Oxford Centre for Staff and Learning Development (OCSLD), and Deputy Director of the Human Resource Directorate. Between 2005 - 2010 he was also a Deputy Director for two Centres for Excellence in Teaching and Learning - ASKe (Assessment Standards Knowledge Exchange) and the Reinvention Centre for undergraduate research (led by Warwick University).

He has researched and published on a range of issues including:

- the experiences of new teachers in HE

- the positive effects of supplemental instruction

- ways of diversifying assessment

- improving student performance through engagement in the marking process

- the effectiveness of workshops as a method of staff development.

Most recently he has increasingly focused on researching and writing about assessment, including: improving student learning through active engagement with assessment feedback, and the significance of both explicit articulation and socialisation processes in improving students' understanding of assessment requirements and assessment feedback.

He is also interested in the design, development and use of social learning space in universities, as well as the development of research-based learning in the undergraduate curriculum, including its potential effect on university organisation.

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Early Start Building

21.114

Australia

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