{"id":1599,"date":"2018-02-23T11:10:11","date_gmt":"2018-02-23T11:10:11","guid":{"rendered":"http:\/\/blogs.reading.ac.uk\/engage-in-teaching-and-learning\/?p=1599"},"modified":"2019-10-04T15:36:28","modified_gmt":"2019-10-04T15:36:28","slug":"curriculum-framework-conference-2018","status":"publish","type":"post","link":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/2018\/02\/23\/curriculum-framework-conference-2018\/","title":{"rendered":"Curriculum Framework Conference 2018"},"content":{"rendered":"

On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the Curriculum Framework Conference munched on Breakfast Baguettes and gulped down copious quantities of fresh coffee and tea.<\/span><\/p>\n

Following a generous welcome and the obligatory identification of emergency exits, the morning\u2019s session commenced with a thoroughly engaging and thought-provoking key-note address from Professor Tansy Jessop from Southampton Solent University. Delegates were immersed into a lively discussion of the changing university environment and the impact this has on all aspects of teaching and learning. The key take-away seemed to be that transforming the assessment experience for students requires a programme level approach, and is a critical component in the move from a knowledge-transmission model of higher education, to one of social constructivism. Following an opportunity for collegial networking over a further cuppa,<\/span><\/p>\n

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a choice of parallel sessions offered conference attendees a range of interactive workshops pertinent to the Curriculum Framework ; this blog post will focus on the TESTA Masterclass workshop delivered by Tansy.<\/span><\/p>\n

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The Masterclass introduced participants to the three components of TESTA methodology:\u00a01) Assessment Mapping, 2) a Student Assessment Experience Questionnaire, 3) Student Focus Groups.<\/p>\n

The Psychology Department volunteered their level-one compulsory modules as an impromptu case-study to illustrate the process of assessment mapping. This was seen as a brave move by at least one of the participants!<\/p>\n

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The resulting quantification of both the total number and the spread of assessment types demonstrated the value in undertaking this type of analysis. Participants also had a chance to review the current version of the Assessment Experience Questionnaire, and to review a transcript taken from a student focus group. Tansy skilfully showed the importance of using all three tools to gain a holistic understanding of the assessment environment as a precursor to full-scale review.<\/p>\n

TESTA was born out of an HEA funded project; resources, tools and case studies are available online here<\/a>.<\/p>\n

Parallel sessions in both the morning and afternoon also engaged participants in: rapid Curriculum Design, Fostering Belonging in Culturally Diverse Cohorts, Inclusive Practice, Engaging students in curriculum review, and embedding Research & Enquiry, Assessment Literacy, and Employability into the curriculum<\/p>\n

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From the conference it was evident that curriculum review in light of the Curriculum Framework is gathering momentum. In response to participant feedback, the Curriculum Framework team is planning a follow-up session focussing on what curriculum review looks like in practice. This session will be designed to answer the more practical questions of what, how, and where do I start. <\/span><\/p>\n

Watch this space!<\/span><\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"

On 31 January the Meadow Suite in Park House was a-buzz with an air of anticipation as attendees at the Curriculum Framework Conference munched on Breakfast Baguettes and gulped down copious quantities of fresh coffee and tea. Following a generous welcome and the obligatory identification of emergency exits, the morning\u2019s session commenced with a thoroughly […]<\/p>\n","protected":false},"author":124,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"categories":[204,9],"tags":[283,42,561],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/1599"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=1599"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/1599\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=1599"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/categories?post=1599"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/tags?post=1599"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}