collaborative evaluation as learning, lsbu, 26 feb 2009
TRANSCRIPT
Collaborative Evaluation as Learning
LSBU BCIM Learning and Teaching seminar26 February 2009
Colston SangerBCIM Faculty L&T [email protected]
The abstract
You know all about assessment of learning, as well as formative assessment for learning. But what about assessment as learning?
In this lunchtime session, I will describe how in the units I teach I have been introducing assessment at every conceivable opportunity.
In other words, if assessment is good, let’s do it as often as possible.
I will review what has happened to date and what I plan to do next.
(Actually, I no longer talk about ‘assessment’: I prefer ‘collaborative evaluation’.)
Structure of this talk
BCIM Faculty L&T proposal, 2007-8
What I did
Results so far
What next?
BCIM L&T Fellowship project
Collaborative Evaluation as Learning
‘To investigate practical means of providing continual self, peer and tutor collaborative evaluation in ways that promote student engagement – in a context of constructive alignment of individual learning agreements, intended learning outcomes and, where possible, work-based live assignments within two MBA units.’
NB: There is nothing special about any of this
The context - I
2006-7, co-teaching on two MBA units, Managing Projects and Consulting Skills
Disappointing quality of some student assignments Despite encouragement to get feedback on early drafts Misgivings regarding the originality of particular
assignments
Looking for ways of increasing student engagement and hence achievement
The context - II
BCIM Faculty L&T award, 2007-8 And again for a related project, 2008-9
Unit Leader for MBA Managing Projects since 2007-8 Also Unit Leader MBA Research Methods, Dissertation Project,
2007-8
2008-9 Co-teaching new MBA Stage 1 core unit Business Process and
Organisation Design Unit Leader for new MBA Stage 2 core unit Critical Management
Inquiry (includes research methods)
Why ‘collaborative evaluation’?
And not simply ‘assessment’?
Because:
‘I want to focus not so much on the assessment of the tangible artefacts of learning as on the development (as evidenced by their in-class interactions) of students’ awareness and critical judgement of multi-party or multi-stakeholder perspectives, including their own, particularly where criteria may be more emergent than given.’
A key skill in managing projects – and a critical aspect of
study at postgraduate level
‘Constructive alignment’?
An iterative, incremental process of alignment and refinement of intended learning outcomes, learning activities and evaluation
Cf., innovation or change projects in today’s more fluid organisational contexts
In which the process of managing the project is also an iterative, incremental process of learning what is required and what can be achieved
Biggs, R (1999), Teaching for Quality Learning at University, Buckingham: SRHE and Open University Press
What I did
Learning agreement
Check-in
In-class group activity – self and peer evaluation
Group presentations
Class review
Unit review
Self-evaluation of individual assignment
Subsequently, adapted for a Research Methods unit and a Residential
Has fed into the design of a new core MBA unit, Critical Management Inquiry
Examples – learning agreement
MBA-M-111 Managing Projects
What particularly do you want to gain from this unit?
How do you propose to go about it?
What work-based or other live project do you have in mind for your individual assignment?
What additional help or resources might you need? – e.g., what support or additional resources can you call upon at work?
How will you know when you’re done? – e.g., what are your success criteria?
Then what?
Mugshot
Professional objectives
Personal aspirations Every student comes
with a live person attached, with hopes, dreams of a better world …
Small print
Check-in review
Expected outcomes
A summer ski jump festival
With a feast attached
Group presentations
Group activity - self and peer evaluation
XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
Class review
Unit review
Work-based project, self-evaluation
XXXXXXXXXXXXXXXXXXXXXXXX
XXXXXXXXXXXXX
One minute activity break
What do you do?
What else could you do in your teaching sessions to encourage this kind of meta-learning?
Results - I
Results - II
‘You treated us with respect and as adults. You listened to us and directed us well. Your seminar format was very refreshing.’
‘I enjoyed your different approach, particularly the "around the table discussions".’
‘The three months we spent doing your sessions were a lift to my career.’
Results - III
Engagement is all
Alignment of intended learning outcomes, activities and evaluation to encourage the development of higher level skills
But of course…
‘Calibrating’ the process of learning to provide many small opportunities for review and reflection
Dwell time
What next?
Learning as a social activity Less teaching, more time for learning Ten minute cycles
Lead with groupwork/simulation/case study Inquiry-based learning, as in the new Critical Management Inquiry
unit
‘Naturalising Reflection’ Reinvigorating the established rituals of managing projects, as in
critical incident reviews, project reviews Developing expert awareness, as in naturalistic decision making
Questions, discussion
What did you or I learn that if we don’t discuss, we might forget?
What still puzzles us?