To support student development, and the embedding of knowledge and skills, it helps for students to have a context in which to frame their learning. In order to understand, and meet, learning outcomes successfully, students need to be able to identify with, and attain the requirements of, their specific disciplines (Bluic et al., 2011).
Feeling part of the disciplinary community is an important element of this understanding, and can support the development of self-regulation and independence in learning, by providing the learners with a clear set of competences and the purpose behind them.
This module will focus on the importance of placing assessment within a context of the discipline, and clarifying what the requirements of that discipline are.
This module links very closely to the concepts developed in EAT Discipline AL2 (designing assessments that are meaningful and relevant to the student).
Some key aspects this module will address are:
– How to develop disciplinary understandings – what it is to think, act and be in a discipline
– What does it take to be a member of that discipline?
– How do you build a disciplinary community within a learning environment
– What does a ‘deep approach’ to the discipline look like?
– How can assessment help with this process?
– Student ownership of assessment, and how understanding the requirements of the discipline can support that.
WARNING TO USERS OF THIS MODULE:
A number of concepts will be discussed before we come to explicitly review the impact of these on assessment.