Using Pecha Kucha as formative assessment in two undergraduate modules. (Re) conceptualising ‘the right lines’
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
The discourses around feedback and assessment within higher education are often proliferated as critical to student learning, and attention to student (dis) satisfaction is often high on the agenda. As academics spend extensive time and effort on the production of summative feedback, this paper draws on the initial findings from a small -scale study of the use of Pecha Kucha as a methodology for formative assessment within two undergraduate modules. The dominant themes suggest some disparity between staff and students regarding the purpose of formative assessment and the paper argues that Pecha Kucha can be used as a platform to develop assessment dialogues, with the subsequent development of a pedagogic literacy around feedback practices. Furthermore, the value of listening to different narratives from research studies, students and tutors supports the reframing of assessment as a supportive mechanism beyond the elicitation of proof of learning.
##plugins.themes.bootstrap3.article.details##
Proposed Policy for Journals That Offer Delayed Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work for one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).