A Case for Slow Scholarship: Implications for Programme Assessment Design

A Case for Slow Scholarship: Implications for Programme Assessment Design

Creator(s)

Organisation(s)

University of Otago

Discipline(s)

Teaching & Learning

Topic(s)

Assessment & Feedback

License

CC BY

Media Format

PDF

Keywords

assessmentcurrciulum designloadprogramme

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A Case for Slow Scholarship: Implications for Programme Assessment Design

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Commentary: A Case for Slow Scholarship: Implications for Programme Assessment Design

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Since March 2020 higher education has experienced one of the most disruptive phases in its recent history. In a sector typified by considered, researched and incremental change, overnight everyone began emergency remote teaching, learning and assessing. The dramatic shift resulted in positives and negatives, and posed a series of questions for students, staff and other stakeholders. Though still living through the pandemic, in March 2021 fifteen partners from a range of stakeholders across the sector agreed to work together to answer one shared persistent and urgent question: In the context of Covid-19, what have we learnt and what does it mean for the future of teaching and learning in Irish higher education?

The Fledgling Project reviewed assessment and feedback strategies of a final year early childhood studies professional practice placement in which students create and run a community-based parent and toddler group. A student practical guide was developed which includes feedback/guidance from past students, graduates, parents and employers.

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