Evaluating My Practice of Engaging
Students Learning
----An evidence-based practice using selfreflection
Dr Carol Yongmei Zhang
Royal Agricultural University (RAU)
Active learning (Organisational Behaviour)
Employability embedded assessment (HR in
Context)
Use of digital tools
PRS system
Flipped classroom
Feedback
Kelly (2009) ‘enthusiastic, stimulating delivery,
with a demonstrable passion for the subject
matter, is key to motivating and inspiring
students'.
The best lecture engage, inspire and
challenge students, promoting active
learning to ensure a deep
understanding of the topics covered
(Fry et al., 2015).
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My Practice…
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Active Learning
The best lecture engage,
inspire and challenge
students, promoting active
learning to ensure a deep
understanding of the topics
covered (Fry et al., 2015).
6
My Practice…
Offer students opportunity to reflect on
learning
Think-pair-share activity (in-class mini
case study)
Self-summary activity ‘what you have
learnt from this session?’
Formative writing exercise
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不闻不若闻之，闻之不若见之，
见之不若知之，知之不若行之，
学至于行之而止矣。(《荀子·儒
效》)
Xunzi
(Hsün Tzu, c. 310—c. 220
B.C.E.)
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Embedding employability into the core of
higher education will continue to be a key
priority of Government, universities and
colleges, and employers (HEFCE 2011)
Employability Embedded Assessment
Sambell et al (2012) propose that the
characteristics that promote learning
orientated assessment and
employability should develop
students’ abilities to evaluate their
own progress and direct their own
learning.
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My Practice…
HR in Context Assessment 1: Team-based role play
by incorporating theories covered such as workforce
planning, recruitment and selection
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Kolb (1984) viewed the group project as an experiential
learning process where students bring their own knowledge
and previous experience to learning.
Students say:
‘The HR in Context assessments in year 1 have been
valuable in preparing me for my placement in year 2’.
‘I feel confident and fully prepared for my future
employment’.
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PRS System
Barrett et al (2005) suggest that
the PRS can be used to poll
students instantly about their
attitudes, conceptions, beliefs
and knowledge about a specific
topic, providing intellectual
support and encouraging
independence.
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In-Class Quizzes (OB module)
Large group (210 students)
OB Assessment: MCQs Exam in
May
Select 3-5 questions that
students frequently get wrong on
assessment and inform student
why these questions were
chosen. They can make the
mistakes now and correct them.
Flipped Learning
Flexible environment
Learning culture
Intentional content
Professional educator
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Gibbs and Simpson (2005) stressed that feedback is
the most important aspect of the assessment process
in raising achievement.
Email feedback
Moodle feedback
Audio feedback
Questi
ons
Your
comments
Your tutor’s
comments
Your Action points next
1
2
3
Exploring innovative way of providing feedback to
students on essays and reports, for example, screen
capture software
Involving students as assessors to engage their learning
and self-reflection, for example, using self-assessment
template above.
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12/8/2015
Barrett, M., Bornsen, S.E., Erickson, S.L., Markey, V. And Spiering, K. (2005) The personal response system as a teaching aid. Communication Teacher 19: 89-92
Carless, D., Joughin, G and Mok, M. (2006) Learning-oriented assessment: principles and practice. Assessment and Evaluation in Higher Education 31 (4): 395-398
Fry, H., Ketteridge, S. And Marshall, S. (2015) A Handbook for Teaching and Learning in Higher Education. 4th Ed. Routledge
Gibbs, G. and Simpson, C. (2005) Conditions under which assessment supports student learning. Learning and Teaching in Higher Education 1 (1): 3-31
Kelly, A.V. (2009) The Curriculum: theory and practice. 6th Ed. Sage
Kolb, D. (1984) Experiential Learning. Prentice Hall
Lunt, T. and Curran, J. (2009) Are you listening please? The advantages of electronic audio
feedback compared to written feedback. Assessment and Evaluation in Higher Education
35 (7), 759–769.
Quality Assurance Agency (QAA) (2012) UK Quality Code for Higher Education-Chapter B5: student engagement. [Online] available from:
http://www.qaa.ac.uk/en/Publications/Documents/quality-code-B5.pdf (Date accessed 29 Dec 2014)
Race, P. (2014) Making Learning Happen: A guide for post-compulsory education. 4th Ed. Sage
Sambell, K., McDowell, L. and Montgomery, C. (2012) Assessment for Learning in Higher Education. Routledge