Senior Teaching Fellows Projects
This page provides an overview of the
Senior Teaching Fellowship projects from within Faculties.
Dr Ian
Sadler
Enhancement of Assessment & Feedback in the Faculty of
Health and Life Sciences
This project aims to increase student perception of
assessment and feedback in the Faculty. There are three
domains of activity: development of an assessment compact (link);
enhancement of dialogue and evaluation around assessment; and
improvement of assessment practices and processes. The majority of
activity to date has centred upon the development of an assessment
and feedback compact for the Faculty.
‘The Faculty Principles of Exceptional Assessment and
Feedback’ resource is available for
download here.
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Rob
Creasy
Enhancement of Assessment Practices in the Faculty of Education
and Theology
The project is concerned with clarifying the
Faculty's approach to assessment. It has three aspects: Moderation,
Feedback, and Faculty’s approach to assessment overall. The project
has initially focused on Moderation and recommendations are aimed
to ensure consistency across the Faculty and to reduce the workload
of some staff groups.
The Faculty’s Moderation Policy will
be available for download shortly.
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Nikki
Swift
Enhancing and embedding e-learning in Business School
The project is focused on enhancing and
embedding e-learning across the Business School, with a focus on
e-marking and feedback. The Business School recognised that the
University’s adoption of e-submission presented a substantial
challenge, as they work to engage staff across the subject areas to
adopt e-marking practices as standard as well as e-submission for
text based assignments. To read more about the project and its
findings so far, please click here.
The project phase 1 report can
be downloaded here.
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David Richmond
Peer Observation of Teaching and Learning in the Faculty of
Arts
David’s project aimed to reinvigorate Peer
Observation of Teaching and Learning in the Faculty of Arts. The
success of the scheme is evidenced by the number of people who have
signed up to participate and increasingly with partners outside of
their own subject area. Often the observers found they were
learning as much, if not more, than the individual observed, and a
sense of excitement was evident as individuals explore new and
different ways of teaching, learning and using space. This part of
the project helped to inform the new peer observation of learning
and teaching policy that was agreed this year.
For more information about peer
observation of teaching at YSJ and useful resources,
please go to our Peer Observation page.