Using the Guidelines for Staff Development
The inclusion of these guidelines would be appropriate on the recommended reading list for teacher education provision such as the Postgraduate Certificate in Teaching in Higher Education (PCTHE) or assessment related staff development workshops. However, the transfer to practice effect would be greater if integrated as a resource within an assessment design or a reflection on practice task.
For example:
a. assessment design task
Participants design all the elements of an assessment task and as part of this activity, evaluate their own instructions, using one or more sections or sub-sections of the guidelines as a support tool in doing so. Peer evaluation would be appropriate here.
b. assessment task (critical) evaluation
An exemplar assessment task brief is provided or participants select one of their own briefs. One of the sub tasks is, with the aid of the guidelines, to evaluate the effectiveness of the instructions and re-design accordingly.
The staff developer should focus staff on one section and perhaps on a limited number of sub-sections within this.
Individuals could for instance, evaluate their own briefs using the core section 1, Assignment Brief Task guidelines, focusing on the Text Type sub-section A guidelines.
A colleague could then provide peer evaluation using the sub-section B, Explicitness guidelines.
For example:
a. assessment design task
Participants design all the elements of an assessment task and as part of this activity, evaluate their own instructions, using one or more sections or sub-sections of the guidelines as a support tool in doing so. Peer evaluation would be appropriate here.
b. assessment task (critical) evaluation
An exemplar assessment task brief is provided or participants select one of their own briefs. One of the sub tasks is, with the aid of the guidelines, to evaluate the effectiveness of the instructions and re-design accordingly.
The staff developer should focus staff on one section and perhaps on a limited number of sub-sections within this.
Individuals could for instance, evaluate their own briefs using the core section 1, Assignment Brief Task guidelines, focusing on the Text Type sub-section A guidelines.
A colleague could then provide peer evaluation using the sub-section B, Explicitness guidelines.