Best Academic Practices for Quality Improvement in India
Teaching, Learning and Evaluation in Higher Education:
Developing high quality practice
Mumbai: April 6 & 7
Courtyard by Marriott
Delhi: April 9 & 10
Radisson Blu Plaza
The aim of this exclusive two-day workshop is to support your professional development as an academic, with a particular focus your institution being recognised as a high-quality provider of teaching within a higher education context.
A combination of short focused inputs, based on engagement with educational theory and research, as well as practical discussion and action planning activities has been designed to challenge your conceptions of high-quality higher education teaching, learning and assessment.
The premium workshops are designed in part to provide participants with potential strategies for critical consideration at institutional level, but mainly focus on signalling further resources and outlining practical strategies for participants to experiment with and evaluate at programme, course and taught session levels.
At the end of this workshop, participants will be able to:
A critical perspective on contemporary dialogic approaches to teaching in higher education in the UK and beyond, including the learning power of low stakes formative assessment
Understanding of research-informed principles and key concepts for effective practice in assessment and feedback practice in higher education
Awareness of distributed instructional leadership theory, applied to leading change in teaching and assessment practice in higher education settings
Awareness of their own professional development in relation to teaching and a capacity for experimentation, evaluation and leadership within their own workplace setting
Who should attend:
Heads of Program
Quality Assurance Units
Institutional Effectiveness Departments
Book early. Limited Space available.
Day One, April 6
08.00 Registration & Coffee
09.00 Welcome and Introductions
09.15 The wider purposes of higher education. Professor Pete Boyd
Qualification (knowledge and certification); socialisation (including employability); and subjectification (developing as a unique individual) (Biesta, 2011). The significant influence of assessment and feedback on student approaches to learning and on their development as self-regulated learners.
- Activity: Key drivers within your institutional and subject discipline context.
- Activity: Your priorities for developing teaching, learning, assessment and evaluation
10.30 Coffee Break
10.45 Effective teaching and learning in higher education. Dr Poonam Malik
Two metaphors for learning and the dangers of using just one – acquisition (with feedback on low stakes formative assessment tasks) and participation (learning as a collaborative endeavour) (Sfard, 1998). Practical teaching strategies for adopting a sociocultural learning community perspective and an ‘academic literacies’ approach that enables students to participate in academic discourse. Principles for a dialogic teaching approach to guide students from social interaction to higher mental functioning (Laurillard, 2002; Alexander, 2017; Wertsch, 1979).
- Activity: Sharing practice and evaluating a taught session on your programme
- Activity: Conceptions of effective teaching in higher education.
1.30 Programme and course/ module design. Dr Poonam Malik
Key concepts in contemporary theory and research in leading change in high accountability higher education workplace contexts: distributed instructional leadership. Using principles of practitioner and action research to shift from pragmatic evaluation to professional inquiry. Teaching as a collaborative endeavour.
- Activity: Graduate attributes and programme level aims and / or intended learning outcomes in your context
3.00 Coffee break
3.15 Constructive alignment at programme and course level. Professor Pete Boyd
The influence of assessment and the concepts of intended learning outcomes and constructive alignment (Biggs & Tang, 2007). Making ‘learning outcomes’ a central guide to teaching, learning and assessment. National, professional body and institutional qualification frameworks including levels, subject discipline benchmarks, professional body standards and institutional graduate skills or attributes. Developing aims and learning outcomes at Programme level as a teaching team. Mapping course / module learning outcomes to the programme. Developing an assessment strategy including considering the contribution of authentic assessments towards employability (AdvanceHE, A Marked Improvement, 2012).
- Activity: Sharing practice on assessment types, timing and mapping to programme level aims and learning outcomes. Presentations and discussion.
4.15 Plenary: Key takeaways and action planning in response to the workshop sessions
Day Two, April 7
08.30 Integrating formative assessment into programmes. Professor Pete Boyd
The use of questioning, learning tasks with feedback, collaborative working and supported student peer review tasks to integrate and access the learning power of low stakes formative assessment activities.
Activity: Assessment on your programme
Activity: Evaluating your chosen course / module and considering current and potential integration of low stakes formative assessment.
10.00 Coffee break
10.15 The need for transparency but also for practical work with exemplars. Dr Poonam Malik
The use of learning outcomes, clear guidance, assessment criteria and level descriptors but also the need for practical workshops engaging students with grading and debate around the academic standard of exemplars.
Activity: Working with explicit criteria and exemplar student work
11.15 Developing and using rubrics. Professor Pete Boyd
Using rubrics to capture shared academic standards but positioning this in the context of developing self-regulated learners.
Activity: Sharing current practice on criteria and rubrics and on developing students as self-regulated learners
1.30 Assessment grading and feedback. Professor Pete Boyd
Acknowledging and responding to the research evidence based on considerable variation in tutor grading of complex higher education assessments. Developing social moderation of academic standards and working towards calibration.
Activity: Understanding social moderation in grading and moving towards shared academic standards
3.00 Coffee break
3.15 Principles for effective tutor feedback on assessments. Dr Poonam Malik
Evidence-based approaches to shifting tutor feedback on student assessments towards concise, accessible, forward-looking, dialogic support for self-assessment and student target-setting.
Activity: Key takeaways and action planning for developing assessment and feedback at course / module and programme level.
4.15 Closing keynote
A vision for teaching, learning and assessment in higher education. Professor Pete Boyd
A vision for developing dialogic teaching that helps to create an inclusive subject discipline learning community with integration of low stakes formative assessment, transparency in assessment requirements and collaborative learning towards shared understanding of academic standards.
Upon completion of the workshop participants will receive a comprehensive workbook, certificate of attendance and free access to Qaspir’s private community for higher education professionals.
Single INR 18200
Early bird (Until February 29) INR 16380
Group booking (3 or more) INR 49140
Space is limited so book early to avoid disappointment.
Qaspir has secured a very special rate for accommodation with the following hotels.
For more information please email firstname.lastname@example.org
Prof Pete Boyd
Prof Pete Boyd is an education consultant and research mentor working with educators and practitioner researchers in schools, colleges and universities to support the development of research-informed practice. He is emeritus professor in education at the University of Cumbria and visiting professor in academic development at Newman University. Pete’s background is in teaching and teacher education. He became a teacher educator based in higher education and worked as a tutor and programme leader for undergraduate degree and postgraduate taught programmes.
He currently supervises doctoral students at the University of Cumbria and at Lancaster University and works as a consultant with experienced teachers. Pete worked in academic development for ten years, supporting programme development across a University and running a postgraduate programme for newly appointed academics on teaching and learning in higher education. Pete was the lead author of UK national guidelines for academic induction of new teacher educators based in higher education. The ‘Becoming Teacher Educator’ guidelines were published by the Higher Education Academy and won the BERA / Sage practitioner research prize, the third edition of the guidelines will be published in 2020.
He co-authored an influential text with Sue Bloxham, ‘Developing Assessment in Higher Education’ (2007) and several journal papers on aspects of assessment, especially on grading and feedback by academics. As Professor of Professional Learning he contributed to strategic development and research capacity building to establish a new institution, the University of Cumbria in northern England. His current work as a freelance education consultant includes being a member of the team on a UK national project to develop the assessment literacy of external examiners in England as well as working internationally to provide keynotes and workshops on assessment and feedback in higher education.
Dr Poonam Malik
Dr Poonam Malik BSc, MSc, MBA, PhD, FRSB: University Med Tech Consultant Advisor, Life Sciences & Health Sector Expertise, Mentor, Social Entrepreneur and Angel Investor.
Dr Poonam Malik is an academic entrepreneurial research management leader with extensive experience of working in innovation, enterprise and partnership development within life sciences, healthcare, industry and academic business sectors globally.
Dr Malik is focussed on stimulating economic growth with business- and universities-link up. She is Governor/University Court member, for University of the Highlands & Islands (UHI), at highest governing body responsible for a unique Partnership of 14 Academic Further & Higher Education Colleges. Dr Malik is an Advisory Board Member for Wallet Services, an innovative Blockchain Technology Company harnessing the benefits of transformative Blockchain Distributed Ledger Technology (DLT). Dr Malik advises Royal Society of Edinburgh’s ‘Economy & Enterprise Committee (EEC)’ as Member, on economy, academia- business innovation, commercialisation & entrepreneurship policies. She is Director of the World Health Innovation Summit (WHIS), a Social Enterprise, supporting communities & health care organisations with United Nations for implementation of Sustainable Development Goals (SDGs) globally.
With STEM background and nurturing innovation with data and technology Dr Malik brings expertise and interest in the growth of life sciences, health and digital sector skills development across public, private, third and higher education, research & commercialisation sectors. A finalist in Scottish Women’s Awards 2019 for ‘Social Leader of the Year’ award and Scottish Women’s Awards 2018 finalist for ‘Services to Education Leadership’ award Dr Malik has held positions in the Universities of Edinburgh, Glasgow and Cumbria/Lancaster. She was awarded the Title of Assoc. PROFESSOR of Biomedical Sciences in 2015 and a Fellowship of the Royal Society of Biology in 2017 thus an elected FELLOW of the Royal Society of Biology (FRSB). She has held personal Research FELLOWSHIP from the Royal Society UK and is a Member of the Microbiology Society UK, Biochemical Society UK and Cochrane Reviews Group.
Dr Malik has published widely in high-quality international research journals and her research expertise spans infectious diseases and health. Her interests are Data-driven innovation, digital tech & transformation, higher education, knowledge exchange, commercialisation, strategy, leadership, partnerships, diversity and inclusion. Dr Malik holds a PhD in Biomedical Sciences from the University of Glasgow, UK; an MBA in Strategy and Leadership from the University of Edinburgh Business School, UK; an MSc in Biotechnology (Animal Sciences) from Indian Veterinary Research Institute, ICAR; and a BSc degree in Chemistry and Zoology from DayalBagh Educational Institute.
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