This article is quite short, but touches on possibly an obvious truth once stated that why you do something is why you succeed. Something that I feel I’ve taken for granted until now. am I alone, I wonder.
Well worth checking the TEDx video link half way down. 🙂
In this article, private schools are described as wanting to move away from modular A-Levels towards “traditional” assessment by exam at the end of two years. In HE there has been an emphasis on coursework that parallels the intake experience; in the case of degrees that I teach on, very few exams at all. I suspect that other awards in NBS might be towards the other extreme.
At our recent revalidation event for the games degree, the status of formative assessment and diversity of assessment styles was raised. This, and keeping a close eye on developments in Secondary Education (being a former school teacher you can never give it up completely), has made me wonder whether a similar swing towards examinations might be possible/desirable/predictable at Newport.
Personally, I believe the form of assessment should fit the form of the learning, or for more vocational awards the form in which application of the knowledge will take place. I’d be interested in just how often colleagues review assesment strategies at award and module level. I suspect it is and should be far more frequently than quinquennial revalidations.