Abstract
In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.
Highlights
We describe the use of LEGO® models within the assessment strategy developed for the Learning and Teaching in Higher Education (LTHE) module
After completion of the professional discussion, the student leaves the room and the panel makes a fair and consistent assessment based on the engagement observed
Our findings from this study suggest that the LEGO® model-making intervention was a meaningful addition to the professional discussion assessment within the LTHE module of the Postgraduate Certificate in Academic Practice (PGCAP)
Summary
We describe the use of LEGO® models within the assessment strategy developed for the Learning and Teaching in Higher Education (LTHE) module. This forms part of the blended and multi-disciplinary Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford to staff who teach or support learning. The programme leads to a recognised teaching qualification in higher education. It is accredited by the Higher Education Academy (HEA) and the Nursing and Midwifery Council (NMC). Successful completion of the PGCAP, leads to fellowship of the HEA and nurse teacher status for nursing and midwifery professionals. Students are partners on the programme and actively participate in the programme’s provision, evaluation and enhancement processes, including the shaping of the assessment design (HEA, 2012)
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