Assessment Strategy - DOC

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					                           ROEHAMPTON UNIVERSITY

Learning, Teaching and Assessment (LTA) Strategy 2009-12


This LTA Strategy grows from the University Strategic Plan, associated strategies
and the 2006-09 Learning and Teaching Plan. It also reflects a number of continuing
initiatives (such as the development in 2008-09 of a University Assessment Policy),
project outcomes and the University’s increased knowledge of effective
implementation, namely that the Strategy should be short, clear and flexible. A
flexible strategy means that Schools and Departments will have the opportunity to
respond to different pedagogic demands within the context of a robust common
framework. For this reason this Strategy differs from its predecessor in a number of

   1. It will place a much stronger emphasis than previously on how the Strategy is
      to be implemented locally and monitored institutionally. This includes:
           Identifying local measures of success that provide evidence of a
               positive impact on the student learning experience
           Ensuring integration with other strategic priorities, particularly the
               University Strategic Plan, the Student Experience Strategy, the
               University Academic Strategy, the Internationalisation Strategy, and
               School and Department Plans
           Aligning the Strategy with the University’s quality assurance, planning
               and enhancement processes
           Ensuring that it provides flexibility for localised discretion while
               reflecting University policies and procedures and operating within the
               University monitoring and review framework
           Using the Learning and Teaching Enhancement Unit (LTEU) to support
               implementation at a local level
   2. This Strategy continues the three year planning cycle but does not include a
      detailed institutional implementation plan. It will summarise the Rationale,
      Principles, Key Objectives (including those continuing from the previous plan)
      and Goals. It will include the processes by which the Strategy will be
      implemented, supported, monitored and evaluated.
   3. Implementation plans will be developed within Schools and Departments (see
      Appendix 1 for examples and Appendix 2 A for a planning flow chart to show
      indicative process). The maturity of University enhancement procedures
      means that these discrete implementation plans can be reviewed annually
      through School Learning and Teaching and Quality Committees, other
      University committees, through School and Department Plans, and through
      the work of the LTEU. An annual progress report on the LTA Strategy will be
      submitted to LTQC by the LTEU in line with the University planning timetable
      and informed by institutional and national data such as the NSS.


The Learning, Teaching and Assessment Strategy aims to support the
implementation of the University Strategic Plan. The primary aim of the LTA Strategy
continues to be the enhancement of the learning experience through a creative,
attractive, inclusive and accessible curriculum that promotes student success. It
includes a new focus on assessment and feedback as key elements of learning,
and responds to National and Institutional Surveys, improved knowledge of the
student experience and the development during 2008-09 of a University Assessment

The underpinning rationale for the LTA Strategy reflects the University Values of:

     challenging, inspiring and supporting our students as individuals, to grow
      intellectually, personally and spiritually

     preparing our students to be responsible citizens and leaders in a fast-
      changing, complex world

     serving the needs of local communities and to contributing to the economic,
      social and cultural success of South and West London

     promoting social justice, through our outreach and teaching programmes, and
      through research, consultancy and engagement with communities

     encouraging learning, creativity and the arts as ways of nurturing the human
      spirit and improving the quality of life

     engaging in the pursuit of truth through reason, research and debate based
      on freedom of thought and expression

     promoting equality, diversity, mutual respect and understanding


The principles underpinning the LTA Strategy are grouped into areas of responsibility
which indicate that:

In terms of Learning, Teaching and Assessment, the Strategy

      is learner–centred, focused on encouraging student success and achievement

      promotes teaching that is informed and enriched by research, scholarship and
       developments in technology

      promotes employability throughout the curriculum

      recognises that assessment and feedback are key elements for learning

   supports effective, efficient management and administration of assessment

   is informed by an active commitment to community engagement, social
    justice, diversity and inclusive practice at national and international level for
    undergraduate and postgraduate learners

and in terms of Quality Assurance and Enhancement, the Strategy

   will encourage the design, dissemination, and adoption of effective and
    exciting learning, teaching and assessment practice

   will encourage students to contribute to, and help shape, LTA initiatives

   is committed to recognising, supporting and developing the contribution of all
    staff who teach and support learning within the University including,
    administrators, partner institutions and where appropriate, the Students’ Union

   incorporates strategies for recognising and rewarding leadership in teaching
    and assessment

   is underpinned by professional development

   is committed to the setting and maintaining of standards for learning, teaching
    and assessment benchmarked against the national academic infrastructure

   aims to contribute to a sustainable academic future for the University

   is integrated with other University strategies, particularly the University
    Strategic Plan, Student Experience Strategy, University Academic Strategy,
    Internationalisation Strategy, and the School and Departmental Plans

   includes a commitment to regular evaluation to determine the impact of this
    Strategy on the student and staff experience

Learning Teaching and Assessment Strategy Goals:

        A. To enhance the quality of teaching. This will be through development,
           research and scholarship, promoting creativity in curriculum design,
           and creating flexible and effective modes of delivery which take
           advantage of the opportunities afforded by technology and that inspire
           students to learn

        B. To contribute to an excellent student learning experience that thereby
           impacts positively to the recruitment, support and retention of a diverse
           student population ensuring that students realise their academic and
           personal potential

        C. To provide a balanced and effective assessment portfolio to enhance
           formative assessment where practicable, and effective feedback to

        D. To provide opportunities for students to engage in work-related learning
           and/or community engagement to enable them to build a portfolio
           demonstrating a wide range of achievements whilst at the University

        E. To create supportive and inspiring learning environments including e-
           environments and technology to enhance learning, teaching and

        F. To be informed by the student voice

        G. To support the professional development of teaching staff and all those
           who support learning

Institutional Objectives of the LTA Strategy

These include some brought forward from the previous learning and
teaching strategy. All objectives relate to both the undergraduate and
postgraduate experience

1. To increase the number of opportunities for formative assessment,
   assessment for learning and engagement with feedback. To also ensure the
   provision of summative ‘in course’ feedback in a timely and effective fashion.

2. To ensure that the curriculum is informed and enriched by good pedagogic
   practice, research and technology. This will involve actively promoting a
   learning environment that is research-informed, exploits technological
   changes, and provides opportunities within the curriculum for students to
   conduct research, develop research skills, study skills, information literacy and
   career development skills and learn in flexible ways

3. To embed, where possible, student volunteering initiatives, work placements
   and community engagement with a particular focus on promoting their
   integration within the curriculum

4. To enhance academic progression and achievement at undergraduate and
   postgraduate level

5. To ensure that all students have personal tutor support that helps them
   receive excellent academic advice and guidance, including help in
   understanding how their programme is structured and assessed.

6. To involve students more actively in decision making, evaluation and
   enhancement initiatives

7. To ensure that the undergraduate learning experience enables students to
   experience forms of research central to the discipline and future employment

8. To develop pedagogical approaches to support a more diverse student

9. To establish a coherent, embedded university CPD framework that
   encompasses and enhances a range of existing structures and activities and
   reflects the UK Professional Standards for Learning and Teaching in Higher

10. To respect local discretion in the implementation of the strategic goals and
    institutional objectives where this discretion does not undermine overall
    strategy and is pedagogically motivated

Processes by which the LTA Strategy will be implemented, supported,
monitored and evaluated:

1. The Learning and Teaching Enhancement Unit (LTEU) will identify criteria and
   examples of good practice to aid Schools and Departments in developing their
   LTA Strategy objectives and implementation in line with the planning cycle
   (Appendix 1).

2. The LTEU will co-ordinate cross-university support for LTA Strategy
   implementation to ensure mechanisms are in place for an integrated approach
   across Schools and Departments. This support will include the production of a
   LTA Strategy Implementation Guide and funding for LTA related projects
   where applicable.

3. Schools and Departments will develop their own annual LTA implementation
   plans. In future these will be incorporated into School Plans and Departmental
   Operating Statements so that they are integrated within existing planning and
   QA processes. An annual report by the LTEU will report progress to LTQC.

4. LTEU School links staff will work with Assistant Deans (L&T and Research)
   and other members of the School Senior Management Team where
   appropriate, and School Learning and Teaching and Quality Committees to
   support and monitor implementation at School level

5. The LTEU will work with Heads of Department and senior management teams
   to support and monitor implementation.

6. Subject Heads, Teaching Fellows and Principal Lecturers (L&T) will work with
   programme convenors, teaching and support staff, and student
   representatives to support implementation within programmes.

7. The LTEU, with the help of the Roehampton Students Union, will actively
   engage with students to ensure their views inform decision making and that
   they are involved in new initiatives in learning, teaching and assessment

8. The LTEU will support and develop cross-university academic communities
   and special interest groups to build capacity and scholarship in areas linked to
   the Strategy

9. The LTEU will work with the Academic Office to ensure that the LTA Strategy
   is reflected in programme design and is discussed at validation and review.

Appendix 1

An example of localised objectives relating to LTA Strategy Goal A

The LTEU will provide an Implementation Guide in 2009 outlining localised objectives
for all LTA Strategy Goals

Goal                            Example localised objective     Example outputs
A. To enhance teaching          A.1 Hold three seminars         Improvement in NSS
quality through research,       during 2009 to discuss and      scores in relation to
scholarship and                 explore research and good       assessment and
development that promotes       practice in relation to e-      feedback
creativity in curriculum        submission and electronic
design, creating flexible and   feedback.
effective modes of delivery
which exploit the
opportunities of
developments in technology       A.2 Ensure that each L&T       End of year report
                                Cttee meeting includes a        from School
                                short presentation on an area   summarising good
                                of good practice in             practice and
                                assessment.                     indicating where this
                                                                has been shared and

                                A.3 Hold an away day on         Plan for learning
                                creative learning spaces        space changes
                                                                incorporated in
                                                                School Plan

                                A.4 Ensure that a system of     Incorporated in
                                peer support and review of      Training and
                                teaching is in place in each    Development Plan
                                subject area by end of 2009

Appendix 2 (A)
Implementing and reviewing the LTA Strategy as part of the annual planning
cycle in Schools

                                              Including LTA                  Informed
                                              initiatives                    by LTA


The LTEU can be commissioned to aid Schools and Departments by running focus
groups with students, contributing to away days, providing funding for curriculum
development or providing examples of good practice.

Appendix 2 (B)
Implementing and reviewing the LTA Strategy as part of the annual planning
cycle for Programmes

In writing programme annual reviews, teams are asked to consider:
     Curriculum
     Teaching
     Support
     Assessment
in the light of module feedback, programme board minutes, data on achievement and
progression and in light of the School approaches to the Learning and Teaching and
Assessment Strategy. The LTEU can be commissioned to aid programme teams by
running focus groups with students, contributing to away days, providing funding for
curriculum development or providing examples of good practice.


Description: Assessment Strategy document sample