Reconceptualising assessment to promote student learning, resilience and wellbeing

Hill, Jennifer; Keywood, Sophie; Malcolm, Gemma; West, Harry

Abstract

In this workshop we present results from a longitudinal mixed methods study which evidences that dialogic feed-forward assessment asserts a positive influence on the undergraduate student experience in a number of inter-related cognitive and affective ways (Hill & West, 2019). Staff-student dialogue impacts positively upon learning, uncovering emotion and enhancing resilience and wellbeing (Hill et al., 2019). Through activities and discussion a staff-student team will encourage workshop participants to reconceptualise assessment and feedback as a collaborative process at a number of scales within their institutions. Participants will be encouraged to plan assessment approaches conscious of student stressors and emotions, maximising the potential for sustainable learning and academic success.


Hill, J., Healey, R., West, H. & Dery, C (2019), Pedagogic partnership in higher education: Encountering emotion in learning and enhancing student wellbeing, Journal of Geography in Higher Education, In Press.


Hill, J. & West, H. (2019), Improving the student learning experience through dialogic feed-forward assessment, Assessment & Evaluation in Higher Education, DOI: https://doi.org/10.1080/02602938.2019.1608908.

• Presentation Conference Type: Conference Paper (unpublished)
• Conference Name: AdvanceHE Annual Conference
• Start Date: Jul 3, 2019
• End Date: Jul 5, 2019
• Acceptance Date: Apr 1, 2019
• Publication Date: Jul 3, 2019
• Publicly Available Date: Jul 15, 2019
• Peer Reviewed: Peer Reviewed
• Public URL: https://uwe-repository.worktribe.com/output/1492116
• Additional Information: Title of Conference or Conference Proceedings : AdvanceHE Annual Conference