Pre-entry qualifications – Pre-entry qualifications – staff perceptions versus staff perceptions versus

realityreality

Sarah MaguireSarah Maguire

Derry CoreyDerry Corey

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ContextContext

Increasing university attention to first year Increasing university attention to first year progressionprogression

Concern amongst teaching staff regarding students Concern amongst teaching staff regarding students skills and knowledgeskills and knowledge

Current staff development work was having limited Current staff development work was having limited impactimpact

Growing awareness that we lacked current Growing awareness that we lacked current knowledge about students prior educational knowledge about students prior educational experiencesexperiences

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Understanding their prior experiencesUnderstanding their prior experiences

How well do we know?How well do we know? Nature of qualifications:Nature of qualifications:

How they are taught and assessedHow they are taught and assessed What they coverWhat they cover

What they think a degree in XXX means?What they think a degree in XXX means? How do we dovetail their prior and current How do we dovetail their prior and current

experience?experience?

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Pre-entry qualificationsPre-entry qualificationsA levelsA levels

Qualification sub-divided into 6 modules, 3 at AS Qualification sub-divided into 6 modules, 3 at AS level and 3 at A2. These have equal weighting in level and 3 at A2. These have equal weighting in the final award classification, although they are at the final award classification, although they are at different levels. different levels.

Subject criteria are very clearly defined: aims; Subject criteria are very clearly defined: aims; specification content; key skills; assessment specification content; key skills; assessment objectives; scheme of assessment; grade objectives; scheme of assessment; grade descriptors. Students would be well aware of descriptors. Students would be well aware of these and assessment is very clearly linked to the these and assessment is very clearly linked to the specification. specification.

Internal (coursework) assessment can be no more Internal (coursework) assessment can be no more than 30% of marks. than 30% of marks.

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Cont.Cont.

15-20% of the marks are for synoptic 15-20% of the marks are for synoptic questions at the end of the course. These questions at the end of the course. These questions are clearly sign-posted for questions are clearly sign-posted for students. students.

Modules can be repeated to improve marks. Modules can be repeated to improve marks. AS exams can last no more than 3 hours in AS exams can last no more than 3 hours in

total for each subject. total for each subject. Students can access marked exam scripts Students can access marked exam scripts

for formative feedback.for formative feedback.

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Summary: Teaching at secondary Summary: Teaching at secondary levellevel

Highly specified coursesHighly specified courses Students will have specificationStudents will have specification Teacher will explain exact meaning of Teacher will explain exact meaning of

specificationspecification Reading outside text book not encouragedReading outside text book not encouraged

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AssessmentAssessment

Mark schemes available and highly specifiedMark schemes available and highly specified Grade descriptors availableGrade descriptors available Coursework is drafted and feedback given by Coursework is drafted and feedback given by

teacher before final submission (probably several teacher before final submission (probably several times)times)

Modular assessment –exams limited in time and Modular assessment –exams limited in time and modules may be retakenmodules may be retaken

AVCE and BTEC – limited number of examsAVCE and BTEC – limited number of exams

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What does this mean for student What does this mean for student learning?learning?

Students are very teacher-dependentStudents are very teacher-dependent Their learning is structured and focused by Their learning is structured and focused by

the teacherthe teacher Only the best students will read around the Only the best students will read around the

subjectsubject Feedback on assignments is frequent with Feedback on assignments is frequent with

opportunity for student to improve original opportunity for student to improve original submissionsubmission

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• Task 1– Compare content of both qualifications and

reflect on current 1st year curriculum for that subject

• Task 2– Reflect on students’ previous experience and

compare to lecturer expectations in 1st year

Group work - TasksGroup work - Tasks

The above is a sample of group work activity that we have used in workshops with staff

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Group work - TasksGroup work - Tasks Task 1Task 1

Compare content of both qualifications and reflect on Compare content of both qualifications and reflect on current 1current 1stst year curriculum for that subject year curriculum for that subject

Task 2Task 2 Focus on the assessment of both qualifications Focus on the assessment of both qualifications

particularly the style of questions. Compare against particularly the style of questions. Compare against current assessment of 1current assessment of 1stst year modules year modules

Focus on marks and levels of each qualification and Focus on marks and levels of each qualification and student effort required. See Chief Examiner’s Reportsstudent effort required. See Chief Examiner’s Reports

This is another example of group work activity that we have used in workshops with staff

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EvaluationEvaluation

““this should be compulsory for all staff”this should be compulsory for all staff”

““now I understand that it’s not all the student’s now I understand that it’s not all the student’s fault”fault”

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Changes in SD PracticeChanges in SD Practice

Pre-entry workshopsPre-entry workshops First year experience workshopsFirst year experience workshops Academic InductionAcademic Induction PGCHEP modulesPGCHEP modules Advisory workAdvisory work PDPPDP