Reconceptualising assessment to promote student learning, resilience and wellbeing

Hill, Jennifer ORCID: 0000-0002-0682-783X, Keywood, Sophie, Malcolm, Gemma and West, Harry (2019) Reconceptualising assessment to promote student learning, resilience and wellbeing. In: AdvanceHE Annual Conference, 2-4 July 2019, Newcastle upon Tyne. (Unpublished)

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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.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Higher education; Emotion; Wellbeing; Learning
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Professional Services > Academic Quality, Enhancement and Innovation
Research Priority Areas:	Place, Environment and Community
Depositing User:	Marta Kemp
Date Deposited:	29 Jan 2020 13:00
Last Modified:	04 Feb 2022 15:30
URI:	https://eprints.glos.ac.uk/id/eprint/7839

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