Tessera
Folgen

John Dermo

@jdermo.bsky.social

Academic Developer, Hebden Bridge and University of Salford. Interests: Authentic and Inclusive Assessment and Feedback, Professional Development and Recognition, Quality Enhancement.

45 Posts982 Follower1273 Folgt
Rachel Forsyth@rmforsyth.bsky.social · 2y ago

Institutional change in HE needs to be incremental and inclusive. Check out the framework presented by @clairehamshire.bsky.social and Neil Barrett in this WonkHE article, linked to our open access article in Quality in HE doi.org/10.1080/1353...

Taking a long view towards quality improvement: an intentional approach to solving wicked problems and improving student experience

Quality enhancement projects in universities frequently rely on short-term, fragmented studies implemented in response to snapshot data linked to student feedback. Such projects may not address the...

doi.org

Jim Dickinson@jimdickinson.bsky.social · 2y ago

NEW on Wonkhe: Claire Hamshire and Neil Barrett have developed a framework for moving forward incrementally to overcome inertia and make change happen https://buff.ly/4fcFzJU

Times Higher Education (THE)@timeshighered.bsky.social · 2y ago

The University of Cambridge's @allylouks.bsky.social, who received rape threats after posting a selfie with her PhD thesis, has condemned X’s failure to police abusive social media messages, saying the site is “no longer an appropriate platform for academics…to share their ideas with one another”

Academic Twitter is dead, says Cambridge PhD trolled over thesis

Cambridge PhD graduate Ally Louks reflects on ‘baseless’ and ‘outlandish’ hate comments she has received after her selfie went viral

timeshighereducation.com

Dr Edd Pitt@dreddpitt.bsky.social · 2y ago

Current higher education approaches to feedback are insufficient, focusing too heavily on evaluative feedback & neglecting consequential feedback. New paper, out today (tandfonline.com/doi/full/10....) Not got time to read the full article? Try this audio file: notebooklm.google.com/notebook/fcc...

Evaluative feedback isn’t enough: harnessing the power of consequential feedback in higher education

Most research on feedback in higher education focuses on evaluative feedback and its recipience, uptake, and enactment. Evaluative feedback information includes judgments, critiques and suggestions...

tandfonline.com

Prof Lydia Arnold@lydiaarnold.bsky.social · 2y ago

Authentic assessment is not an educational panacea - helpful article in @timeshighered.bsky.social from @timbocop.bsky.social it's good to have critical voices looking at authentic assessment. www.timeshighereducation.com/opinion/auth...

Authentic assessment is not an educational panacea

Enthusiasts claim that authentic tasks boost work-readiness, promote inclusion and diminish cheating, but the evidence remains unclear, says Tim Fawns

timeshighereducation.com

Paul Kleiman@paulrk.bsky.social · 2y ago

‘Revealing assessment through drawing’. Getting educators (no matter what discipline) to draw their feelings about assessment is incredibly revealing and opens up discussions of the issues. #EduSky #AcademicChatter stumblingwithconfidence.wordpress.com/2022/06/23/r...

Revealing assessment through drawing

When leading workshops on assessment I often start with a ’warm-up’ exercise in which the participants, supplied with sheets of paper and plenty of coloured pens, are asked to draw/make marks on pa…

stumblingwithconfidence.wordpress.com

Neil Mosley@neilmosley.bsky.social · 2y ago

‘online education isn't a passing trend. While some HEIs will need to prioritise income-generating activities, efforts should still be made to balance that necessity with building longer-term capability.’

Hit or miss? Online student number targets — Neil Mosley Consulting

The current financial situation in UK higher education is compelling universities to explore various avenues to attract students and ultimately increase their income. The primary mitigation for an increasingly...

buff.ly