Hi, there’s a link missing: the ‘student voice’ in the assessment process that informs learning and teaching practice

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Leinster, J. ORCID: 0000-0002-5103-9656, 2019. Hi, there’s a link missing: the ‘student voice’ in the assessment process that informs learning and teaching practice. In: 3rd Trent Institute for Learning and Teaching (TILT) Internationalisation of the Curriculum Conference, Boots Library, Nottingham Trent University, Nottingham, 12 July 2019.

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Abstract

Martens et al (2018) proposed that students’ in higher education should be involved in the decision-making process and called for this to be explored further. This paper adds to this conversation but exploring how the assessment chain is made up of several sperate activities that are interrelated, generally described as the assessment loop (Bonnie, 2011; Reed et al, 2011). However, in this paper, it is argued that the current assessment chain is missing a link, the student voice after the assessment event.
For universities, there has been a significant investment in the student voice in the operation of any curriculum (Bain, 2010), student voice is evident in course staff-student meetings, end of module and course evaluations, course representative meetings at School and University level. Shaffi (2017:27) takes the view that ‘Voice and student voice’ are terms which are notoriously difficult to define. Building on Shaffi’s position, where the student voice is perhaps no more than a whisper, is in the assessment process.
This paper reports on one example of how the ‘student voice’ is heard after the summative assessment has been completed on one module on the MSc in Human Resource Management here at Nottingham Business School. This partnership of students as co-producers of learning and teaching practice provides another strand of information that helps the module teaching team in planning and delivery. It is important to note, that this paper, will not focus on the student voice in all the facets of decision-making, but rather will focus specifically on listening to the student's voice at the end of the assessment event. This paper will be of interest to colleagues who wish to engage students as co-producers and providers the opportunity to inform the content and structure of the learning and teaching experience.

Item Type:

Conference contribution

Creators:

Leinster, J.

Date:

12 July 2019

Identifiers: