This week the Collaborate Team were invited to present to a group of new academics on the Postgraduate Certificate in Academic Practice (PCAP) programme. The focus of the session was on assessment, and with the beta version of the digital Work-Integrated Assessment (WIA) dimensions model now available, it was a great opportunity to discuss WIA with a group of academics focussed on assessment design; and test the digital version out on the surface tables and get some valued feedback. The session plan was designed to introduce the group to the project, showcase a couple of the case studies and then split them up into small group on the surface tables and actually use the dimensions model to map out existing modules they’re teaching and explore the ‘Tech Trumps’ and think about how they could use technology or promote technology to their students, to support the assessment tasks. We hoped that this task would spark some good discussion around the tables.  To collect the feedback from the groups we created a Padlet wall which was divided into three sections. Padlet is a collaborative space, where each table was able to add comments to each of the sections, whilst being able to see the comments from the other groups appear in real time. Each section had a question:

  1. What benefits does the model provide for assessment design?
  2. What’s missing from the model?
  3. What challenges do you see in your context?

The conversations generated by the model and the Tech Trumps were fascinating to hear.  Most of the participants, having used the model, could start to visualise how they could incorporate at least one dimension into their assessment practice.  One table even used the model to compare two different modules from different disciplines to highlight the differences and challenges module tutors face across the disciplines. But there was also discussion on the perceived challenges that such an approach to assessment would encounter, such as; time, fallibility of technology or just even changing thinking from the current norms of assessment design. The time we had with the PCAP participants seemed to get them thinking about assessment design and the role of technology.

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