Hacking Assessment: what can happen in the fissures and cracks of

LTA

Tom Burns and Sandra SinfieldALDinHE 2015

Discourses of Assessment

• Complex and contradictory

Crème 2003:

• De-stabilise the essay’s monolithic power

Moral panic #1 Plagiarism• Design out:

• Staff Guides & resources…• Take5:

http://learning.londonmet.ac.uk/epacks/take5/

• The essay remains!

Tackling disability

• ‘Reasonable adjustment’ ...

• (For all…Ingle 2013a, Ingle 2013b)

• And the major adjustment is ...

• More time for traditional written assignments.

Multi-modal age…• Multi-modal assignments? (Abegglen, Burns &

Sinfield 2014; Burns, Sinfield and Holley 2009, 2012)...

• We get…

• MCQ or online submission…

• Especially in the new two-tier HE (Thomson 2010) ...

We assess …

• MORE…

• And more harshly

Paradigm Shift

As with Internationalising the curriculum?

Or:

• There are Mickey Mouse students for whom Mickey Mouse degrees are quite appropriate

Our Module

• #becomingeducational • Rhizomatic• Fissures & cracks• Nomads & streetfighters!

• https://becomingeducational.wordpress.com/

PBL:

• Reading strategies• Blogs• Digital Me• Performance• Games• Drawings• Artefacts…

Submit 3: 30%

Develop a Digital Me

• http://learning.londonmet.ac.uk/epacks/posters-digital/

We think we cover:

• Belonging• Self-efficacy/Self-esteem• Academic Writing• Group work• Digital stuff• Drawing to Learn• Blogging to Learn• Critical thinking• Notes/reading

• Active learning• QBL• Object Based Learning• Project Based Learning• Inquiry Based Learning• Research Based Learning• Student as Producer• Creativity in Learning• Heutagogy

Think/Write

• What one activity have you enjoyed the best? Why

• What one ethos has stood out for you so far? Why?

Make a Game

• To teach that activity to others• To reinforce that activity in others• To revise the point of that activity if taught to

others...

• Using the resources in the room!!

The Games

• Dan’s Group:

The Games

• Dan’s Group:

• Sarah’s group:

How have you done it?

BibliographyAbegglen, Burns & Sinfield (2014) ‘Disrupting learning landscapes: Mentoring, engaging, becoming’in Investigations in University Teaching and Learning Vol 9, Spring 2014 pp15-21Burns, Sinfield & Holley (2012) ‘The Shipwrecked Shore – and other metaphors: what we can learn from occupation of – and representations in – virtual worlds’ In Investigations in University Teaching and Learning Vol8 summer 2012 pp119-126Crème P (2003) ‘Why can’t we allow students to be more creative?’ in Teaching in Higher Education Vol. 8, No 2 2003 pp 273-277Deleuze, G. & Guattari, F., 1987/2005. A thousand plateaus: Capitalism and schizophrenia. Minneapolis, London: University of Minnesota PressHayes (2004) in Satterthwaite, Atkinson and Gale (Eds) Discourse, Power, Resistance: Challenging the Rhetoric of Contemporary Education Stoke on Trent; Trentham BooksIngle J (2013a) ‘Writing as exclusionary practice’ in DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION 2013Ingle J (2013b) Blog post for DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION (http://www.thinkingwriting.qmul.ac.uk/node/131 ACCESSED 01.12.14)Last Refuge blog (2013): http://lastrefugelmu.blogspot.co.uk/2013/04/discourse-power-and-resistance-2013.html Noble, C (2014) Week 12 blog: https://becomingeducational.wordpress.com/2015/01/02/week-twelve-learning-log/ Preventing Plagiarism (2008) Staff website: http://learning.londonmet.ac.uk/TLTC/connorj/plagiarism/Staff/ Sentito (2013) Leader of the Symposium Strand: ‘Stimulating or stultifying? Education as if learning matters’ in DISCOURSE, POWER AND RESISTANCE: DISCOURSES OF INCLUSION AND EXCLUSION 2013Sinfield, Burns & Holley (2009) ‘a Journey into Silence’ in Social Responsibility Journal Vol 5 No 4 2009 pp566-574