Assessment for transformation: adopting a humanist approach to assessment and feedback on a BA Education course

Middleton, Tristan ORCID: 0000-0001-8111-3856, Millican, Richard ORCID: 0000-0001-7423-6428, Templeton, Sian ORCID: 0000-0002-0962-6531 and Kay, Lynda ORCID: 0000-0001-5693-9533 (2023) Assessment for transformation: adopting a humanist approach to assessment and feedback on a BA Education course. In: Understanding Education Studies: critical issues and new directions. Routledge. ISBN 9781003296935

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Abstract

This chapter discusses how a BA Education course team has adopted a humanist ethos and relational pedagogy in an effort to mitigate against the impact of the stresses and disappointments that assessments and feedback can cause. It notes how incidences of poor mental health are rising amongst the student population and outlines how this ethos and subsequent research has led to research-informed changes to practice and the design of, and feedback given to, assessments. Key changes discussed are the use of the key 5 indicators of academic buoyancy, relational and affirmative pedagogy, variety of assessment modes and flexibility of assessment focus and response. It provides a student witness statement and argues that the changes made and the approach taken help to empower students, by providing them with a wide range of skills and also the ability to critique and to deal with stress. It is argued that this is transformative and will enable them to better cope with not only the course itself, but also their future and place them in a strong position for employment.

Item Type:	Book Section
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Society and Learning
Depositing User:	Anne Pengelly
Date Deposited:	02 Aug 2022 14:23
Last Modified:	30 Nov 2024 04:15
URI:	https://eprints.glos.ac.uk/id/eprint/11428

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