A presentation from the STEM Annual Conference 2014.
A major challenge is re-defining assessment ‘of’ learning to being ‘as’ or (more ideally) ‘for’ learning. We describe an assessment designed to support the learning of the assignment’s authors but all their peers. Student groups design a multi-media learning resource on a specific subject. These resources (e.g. websites videos prezis or interactive media) are aimed at supporting the module content. Therefore students are assessed on subject knowledge and develop digital literacy skills. They are also partners in each others’ learning. Through a ‘Research Trail’ for the assignment students focus on information literacy skills. Understanding of pedagogy and learning styles are also required. Moreover the resources then act as a permanent study and revision resource for the students their peers and future cohorts. Prompt feedback on the resources and the option to act on feedback for bonus marks emphasises the active use of feedback.
The outputs from this assignment are quite astonishing in their ingenuity flair and creativity. The resources produced exemplify the impact students can have on the learning of their peers. Students found the process challenging but rewarding and developed a number of non-subject specific skills during the process. Students felt that the approach would have a positive impact both on their studying of the module and their revision. The most important finding is showing the potential for involving students as partners in the learning experience. This approach exemplifies how students are a rich (and largely un-tapped) resource for enhancing their own learning experience and that of their peers.
