This page summarises my evidence for Fellowship of the HEA. I have considered how my evidence from four main areas meets the dimensions of practice of the UKPSF.
Those 4 areas of focus include
- A level 1 Physiotherapy skills module
- A masters module called Applying the Evidence
- Redesigning curriculum to enhance practice
- My engagement with professional development and its impact on my pedagogic practice.
| Completion date | Title | Completed |
|---|---|---|
| 22 March 2012 | Mahara Training | |
| 28 March 2012 | Get ready for first dialogue meeting |
My Future Development
Considering the UKPSF I would like to consider in the future developing my career and profile so that I could apply for Senior Fellowship. The key developments I need to do in order to achive this is to be able to provide evidence of how I influence others in their practice. My plan therefore is to
Continue to attend and present at learning and teaching conferences
Continue to develop my pedagogic research
My Evidence
This section includes my action planning document and my CV so that I can demonstrate how I have thought through the UKPSF and what evidence I have included to show I meet the criteria of D2. I have also thought about my future CPD and the direction I feel I need to be developing in.
My Evidence Summary
My dimens...ion plan
Skills for Practice 1
This is a first year module that demonstrates my practice relating to
- Intregration of current thinking affecting student transition to HE.
- How I used a number of formative assessment strategies
- Evidence of my involvement in the First Year assessment and feedback project
Skills for practice evidence
Skills Mo...luation
FLAP Questions.doc
skills fo... changes
Skills fo... changes
Audit of skills module against first year tool
Case stud...ject.doc
Skillsl M...sion.doc
Applying the Evidence
This is a masters level distance learning module that I facilitated . The module was delivered through a discussion forum using the salmon 5 stage model.
Other key pedagogic innovations were the use of audio feedback and a pilot use of eluminate a webconferencing tool.
Audio feedback was piloted through my participation in the sounds good project
Applying the evidence files
Applying ... one.doc
e-tivity 2.2.doc
moduleappevid.doc
Ongoing development
My ongoing development includes writing up my pedagogic research and having it published it in Assessment and Evaluation in Higher Education, presenitng at the EARLi conference in Berlin.
Here is my reflection following the Berlin event
Attending the fourth biennial EARLI/Northumbria conference, “Challenging Assessment”, in PotsdamI had the opportunity to engage in discussion about contemporary assessment learning and teaching practice with respected and well known authors from theUKand around the world. A little nervous in such illustrious company I presented a paper, about a first year formative assessment strategy, my first at an international conference. It was quite a daunting thing to do, well for me anyway. Would the abstract sound appealing enough to make people want to come to my session? Then of course, having lured them there could I live up to its promise and manage to facilitate thought-provoking and engaging debate concerning peer coaching? You will have gathered by now, I worry a lot! I had rehearsed it many times and read the literature but I kept thinking when this is over I am never doing it again! Amazingly I survived, not only that, it was actually fun once I got going and people genuinely wanted to talk about my research. I could not stop smiling for the rest of the day. My trip toGermanyhad been a resounding success and you know what, maybe I’ll do it again!EARLi presentation
Reciproca...rlin.ppt
Mapping my evidence
MA exampl...ing.docx
Assessment for Learning
Assessment for learning was a masters module that I participated in online through Northumbria University. It changed my assessment practice radically and moved the focus to much more that of assessment for learning. The files below are some examples of where my practice was influenced by engaging in this process.
AFL module files
AFL Unit ...tudy.doc
AFL propo...arli.doc
Managemen...le 2.doc
AFL Unit 3.doc
Assessment reflection
ALT reflection Assessment
December 2008
Analysing data for a study considering level 1 students’ perceptions of a formative assessment strategy it struck me that feedback although very important isn’t everything. For many new students their lifeworld is full of exciting prospects of meeting people and having limitless freedom. Studying tends to come at the bottom of the list of things to do, often when they do get round to it its too little too late. Many of the first year students interviewed for the study thought formative assessment opportunities were a good thing forcing them into learning and helping them to manage time. A distinct sense of lack of self regulation and an inability to act autonomously was evident; some suggesting that increasing the pressure would act as an incentive to learn. The temporal nature of a first year student’s existence suggests a marked contrast from a feeling of having all the time in the world to the sudden immediacy of tomorrow’s assessment; as one student said I" think its good to have that little bit of tension making you do it, because if you didn’t have something like that making you do it you’d maybe just not be prepared and the time goes on”.