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High impact pedagogies and student engagement in learning. Arts and Humanities

High impact pedagogies and student engagement in learning. Arts and Humanities
High impact pedagogies and student engagement in learning. Arts and Humanities
The aim of this paper is to identify high impact assessment feedback practices within higher education (HE). In this paper we will argue that assessment is the lynchpin in facilitating high impact pedagogies within higher education and that practices that emphasize meaningful assessment where assessment practice is aligned to capture and reward a shared understanding of what constitutes ‘deep’ within a discipline are fundamental (Evans, Muijs, & Tomlinson, 2015). At a time when considerable emphasis is being placed on notions of teaching effectiveness and learning gain within HE, this paper is timely in its emphasis on what constitutes meaningful assessment practice in 21st century learning environments. Using thematic analysis key characteristics of effective assessment practice derived from a systematic review of the literature (2005-2015) exploring high impact pedagogies across disciplines within HE are outlined along with a discussion of important considerations in moving assessment practice forward.
Evans, Carol
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Muijs, Daniel
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Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Muijs, Daniel
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Tomlinson, Michael
9dd1cbf0-d3b0-421e-8ded-b3949ebcee18

Evans, Carol, Muijs, Daniel and Tomlinson, Michael (2016) High impact pedagogies and student engagement in learning. Arts and Humanities. 2016 Higher Education Authority, Brighton, United Kingdom. 03 - 04 Mar 2016. (In Press)

Record type: Conference or Workshop Item (Paper)

Abstract

The aim of this paper is to identify high impact assessment feedback practices within higher education (HE). In this paper we will argue that assessment is the lynchpin in facilitating high impact pedagogies within higher education and that practices that emphasize meaningful assessment where assessment practice is aligned to capture and reward a shared understanding of what constitutes ‘deep’ within a discipline are fundamental (Evans, Muijs, & Tomlinson, 2015). At a time when considerable emphasis is being placed on notions of teaching effectiveness and learning gain within HE, this paper is timely in its emphasis on what constitutes meaningful assessment practice in 21st century learning environments. Using thematic analysis key characteristics of effective assessment practice derived from a systematic review of the literature (2005-2015) exploring high impact pedagogies across disciplines within HE are outlined along with a discussion of important considerations in moving assessment practice forward.

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More information

Accepted/In Press date: March 2016
Venue - Dates: 2016 Higher Education Authority, Brighton, United Kingdom, 2016-03-03 - 2016-03-04

Identifiers

Local EPrints ID: 417143
URI: https://eprints.soton.ac.uk/id/eprint/417143
PURE UUID: ea16a699-a388-4283-8c2f-285f161be14c
ORCID for Daniel Muijs: ORCID iD orcid.org/0000-0002-0131-8921

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Date deposited: 22 Jan 2018 17:30
Last modified: 14 Mar 2019 01:37

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