The lifecycle offers a ready means of mapping business processes and potential supporting technologies against the key academic stages. Learner reflection on the outcomes of one assignment should influence how they approach the next, and staff reflection on the outcomes of a cohort should influence the next iteration of course delivery. The reflecting element of the lifecycle is the final stage of one iteration. HE has its own set of quality assurance procedures around marking.Īnother important feature of the lifecycle is that it is iterative from both an institutional and student perspective. Within these processes there are variations between further and higher education with student tracking against outcomes, predefined by awarding bodies, being of great significance in FE. At a more detailed level the processes also include: The eight main stages in the lifecycle apply equally to further and higher education. It covers all assessment and feedback practice whether or not materials are in digital format or supported by information systems. The model can apply to both formative and summative assessment and to any scale of learning from a three year degree to a short course that takes place over a single day. It is intended to be pedagogically neutral ie, it is more concerned with asking questions and stimulating thought than having a basis in any particular pedagogic stance. The assessment and feedback lifecycle is an academic model showing a high level view of the academic processes involved in assessment and feedback.
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