LEAD - Learning Enhancement and Academic Development
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/14083
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Item Rethinking assessment? Research into the affective impact of higher education grading(University of Greenwich, 2024-05-09) Currant, Neil; Bunting, Liz; Hill, Vikki; Salines, EmilyAssessment plays a central role in learning in higher education (HE), but often the impact of grading assessment on student motivation, behaviour and wellbeing is insufficiently considered in policy and practice. With the growing concern in the HE sector about student mental health, a consideration of the affective dimension of grading is timely.The discussion in this paper on the affective dimension of grading is based on research conducted during the pandemic on the ‘no-detriment’ implementation of pass/fail assessment at the University of the Arts London (UAL). Qualitative research was undertaken with first-and second-year undergraduate students in the fields of creative arts, design and communication to investigate the effects of the switch from letter grading to pass/fail and student views on grading more generally. Our findings suggest that grading affects student stress, anxiety, learner identity, motivation, student self-expression, creativity, and peer relationships.In the light of our findings, we bring together discourses about assessment, grading and student wellbeing to consider the longer-term implications for assessment practices in a post-pandemic world.Item Belonging in Higher Education(University of the Arts London, 2020-07-22) Bunting, Liz; Currant, Neil; Hill, Vikki; Jethnani, Hansika; Moody, Jess; Riggs, Gemma; Singh, Dr Gurnam; Strayhorn, Dr. Terrell; Thomas, Liz; White, DavidIn this episode of Interrogating Spaces we explore the value of belonging in Higher Education. Compiling together interviews with education professionals from across the globe as well as staff and students from UAL, we get a rounded picture of key concepts and issues at play. Through these discussions, we establish the barriers and conditions of belonging and how staff can build greater communities of belonging with their students.Item Pass/fail assessment in arts higher education(University of the Arts London, 2021-12-01) Broadhead, Samantha; Currant, Neil; Hill, Vikki; Hughes, Peter; Mori, KateThis panel discussion on pass/fail assessment in arts higher education took place online during the ‘Belonging through assessment: Pipelines of compassion’ symposium on 21st October 2021. The symposium forms part of the QAA Collaborative Enhancement Project 2021 and is a partnership between University of the Arts London (UAL), Glasgow School of Art and Leeds Arts University (LAU). The discussion between invited speakers: Professor Sam Broadhead (LAU), Dr Neil Currant, (UAL) and Peter Hughes, (LAU) is facilitated by Dr Kate Mori (Academic Engagement Manager, QAA). The discussion explores the potential of pass/fail as a compassionate approach to assessment and explores the challenges in changing practice and policies from the perspective of staff, students and the wider institution. A fascinating conversation that explores the complexities of feedback and assessment and implications for student belonging.Item Belonging through Assessment: Pipelines of Compassion - project report(University of the Arts London, 2023-02-08) Hill, Vikki; Broadhead, Samantha; Bunting, Liz; da Costa, Laura; Currant, Neil; Greated, Marianne; Hughes, Peter; Mantho, Robert; Salines, Emily; Stevens, TheaThis is the project report from the QAA Collaborative Enhancement Project 'Belonging through assessment: Pipelines of compassion', led by University of the Arts London in partnership with Glasgow School of Art and Leeds Arts University.