Using negotiated assessments in higher education
Hook, A and Bodell, SJ 2010, Using negotiated assessments in higher education , in: COT Annual Conference 2010, June 2010, Brighton. (Unpublished)
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By negotiating their assessment students gain an opportunity to develop clearer understandings of themselves as learners and their own learning processes within their own cultural and professional environment. Our main consideration in developing negotiated assessment for the MSc Advanced Occupational Therapy programme was to reflect the constructivist pedagogy which emphasises gradual development of knowledge through integration of ideas, opportunities for reflection and for ownership of a given task (Rovai 2004). This approach provides interactive environments and appropriate challenges, encourages experimentation and the discovery of broad principles and frames learning outcomes to encourage the development of autonomy. In discussing assessment issues Vrasidas and Glass (2002) suggest that students (a) use their own experiences, (b) apply ideas to their own or at least to real-world contexts, (c) work collaboratively with their peers, and (d) negotiate the assessment process with the instructor. We therefore decided to introduce negotiated assessments into our new MSC programme to enable the students to bespoke their learning to their own specific cultural and professional situations. Research is currently underway to collect the findings of the student and module leader’s experiences of the first negotiated assessment. It is these findings that will be demonstrated on the poster.
|Item Type:||Conference or Workshop Item (Poster)|
|Themes:||Health and Wellbeing|
|Schools:||Schools > School of Health Sciences > Centre for Health Sciences Research|
|Depositing User:||Ms Angela D Hook|
|Date Deposited:||11 Jan 2012 14:35|
|Last Modified:||30 Nov 2015 23:46|
|References:||Rovai A (2004) A constructivist approach to online college learning Internet and Higher Education 7 79-93 Vrasidas, C., & Glass, G. V. (2002). Distance education and distributed learning. Greenwich, CT: Information Age Publishing|
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