The 2018 conference invites participants to share practice, engage in discussion and develop new perspectives around the important theme of assessment and feedback in Higher Education. The conference will feature a poster session, panel sessions and a plenary lecture delivered by Sue Bloxham, Emeritus Professor of Academic Practice at the University of Cumbria on the topic ‘Improving assessment in a comprehensive and sustainable way: infrastructure, strategy and professional learning.’ Colleagues will also have the opportunity to attend interactive workshops which will encourage them to explore and enhance their own practices and consider existing local policies.
The conference will provide time and space to build networks across disciplines, learn from others and hear student perspectives and experiences on assessment and feedback. The day will close with the twelfth annual Drapers’ Lecture.
Call for Contributions [submit by 6 Nov 2017]
This year’s conference theme has been chosen to enable the Queen Mary community to spend time focussing on a facet of its work that is both well-established and fundamental, and which at the same time is open to constant scrutiny, and the subject of pedagogical and political debate.
The conference is a chance to share assessment design and feedback practices and also to connect these to wider questions, such as those raised by data that reveal an ‘attainment gap’ between White and Black and Ethnic minority students; and to the larger agenda that shape the sector, such as for example the recently announced ‘grade inflation metric’ to be included in the next TEF.
Amongst the topics and questions for the conference to address are:
- Arriving at judgements. How do we mark students work? What methods do we use to decide degree classifications? What other options are possible?
- Quality and inequality. How to develop greater consistency in marking and feedback practices – without jeopardising the development of students’ critical engagement with variation.
- Diversity and inclusivity. How can assessment and feedback be made more inclusive? What alternative methods and modes of assessment are possible?
- Going digital. How can digital technologies contribute to more engaging, effective and efficient practices?
- Students’ assessment literacy. How can students be involved in developing judgements about their own and their peers’ work, and in giving feedback?
- Over-assessment. Are we over-assessing our students? If so what are the consequences for our students? What strategies can help reduce assessment (without reducing feedback)?
- Communication. What are the most effective ways of presenting feedback to students?
We are seeking contributions that address the conference theme from colleagues across QMUL. The following formats are available:
These will be displayed throughout the conference and at a focussed poster session when you’ll be expected to stand by your poster and discuss it with colleagues.
- Round Tables [60 minutes in total]
Short contributions submitted together, linked by an overarching aim or question, intended to generate discussion amongst the participants. The contributions should cross-refer, building on or taking issue with each other, so that the experience for the audience is that ‘the whole is greater than the sum of its parts’. Sufficient time for discussion must be allocated.
- Workshops [60 minutes in total]
Interactive workshops designed to offer participants hands-on reflective, experiential and/or discursive activities in relation to the conference theme. The role of the workshop leader is to facilitate the activities of the participants rather than to make a lengthy presentation. Proposals should indicate how participants will be involved, the nature of the activities, and the anticipated time spent on each.
6 x 60 minute slots are available in total at the conference. Collaborations across programme teams, across disciplines, and with students are welcomed.
Submit a proposal!
Proposals will be reviewed according to whether the contribution:
- addresses the conference theme in relevant and interesting ways
- is clear about intended outcomes
- is likely to support development and innovation in practice
- is designed to enable conference participants to engage
- demonstrates scholarship in the field that conference participants may benefit from
- uses theoretical or conceptual frameworks that conference participants may benefit from
As there are limited slots available, the reviewing team will also be selecting contributions with a view to creating coherence and choice within the overall conference programme.
Teaching and Learning Conference Steering Group 2018
Dr Helen Bintley (Institute for Health Sciences Education), Dr Sarah Chadfield (Learning Development), Dr Carole Davis (Educational Development), Dr Steph Fuller (Educational Development), Brett Lucas (E-Learning), Sally Mitchell (Academic Development), Dr Fryni Panayidou (Educational Development), Dr Matt Rubery (School of English and Drama), Robert Sherratt (Engagement, Retention and Success), Dr Karen Shoop (School of Electronic Engineering and Computer Science).
Teaching and Learning Conference and Drapers’ Lecture 2017
Teaching and Learning Conference and Drapers’ Lecture 2016
Teaching and Learning Conference and Drapers’ Lecture 2015
Teaching and Learning Conference and Drapers’ Lecture 2014
Teaching and Learning Conference and Drapers’ Lecture 2013