1. Assignment brief
  2. Possible structures for the exhibit
  3. Marking criteria
  4. Examples of previous work
  5. Upload process
  6. Peer review process

Assignment brief

Introduction

Welcome to the First Steps virtual conference. This is the showcase at the end of the module; your time to shine.

On this page we will cover:

  • The assignment brief
  • How to upload your exhibit
  • Peer feedback process

The assignment brief

Title

A critical evaluation of an aspect of your teaching or assessment practice.

Task type

A multimedia online exhibit which you will upload to the Virtual Conference wiki. You can use text, images, audio or video (and any combination of these) to present your exhibit. Your exhibit should take about 5 minutes to read, watch or listen to, it must not be longer than 10 minutes.

Notes about the use of text: This assignment is not an essay. Any text used should be brief and presented in the way best practice suggests you would use text on slides or a poster. Full sentences are not required if you can get the same message across in a bullet point.

Guidance

For this assignment you need to critically evaluate a learning - or formative assessment (there must be some feedback!) - activity. You might draw on the discussion in week 3, which asked you why participants learned on one of your courses. You should:

  • draw on your experience of teaching as a teacher, tutor (or similar role)
  • or, if you are preparing to teach, draw on either:
  • an experience of a learning activity or course you have had as a learner
  • or a planned activity you intend to do in the near future.

You might include the following:

  • your understanding of one or more graduate/postgraduate attributes within your subject area,
  • literature and research into formative assessment (see Assessment Compact pdf) or learning in higher education, including in your subject area,
  • peer dialogue (with colleagues)
  • how you have listened to what your students have to say on the task or learning activity; the response could take the form of a conversation, a survey or other evaluation method
  • a set of workable recommendations to further enhance the planning and design of teaching within your disciplinary setting.