FROM ‘DRAGONS DEN’ TO ‘THE APPRENTICE’: INNOVATION AND ENGAGEMENT IN UNDERGRADUATE ASSESSMENT
University of Manchester (UNITED KINGDOM)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Page: 5113 (abstract only)
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
Abstract:Across the higher education sector there has been an increased focus on quality assurance, technological advances, and improvements in student satisfaction and employability. Traditional essay and exam assessments are no longer sufficient, on their own, to support a rounded and engaging student experience that provides the transferable skills necessary for the job market. In this paper I discuss some alternative and innovative forms of student assessment that not only serve the basic function of ‘testing knowledge and understanding’ but also enhance student development in an engaging and creative way. Drawing on relevant literature in this area (Hughes, 2013; Pryce, Carroll, O’Donovan and Rust, 2010; Bryan and Clegg, 2006), two assessments currently used with a cohort of Criminology students at the University of Manchester will provide case study examples of innovation and engagement. I will explore students' responses to both 'The Dragon's Den' and 'The Apprentice' assessments and analyse the immediate and longer-term impact of innovative assessment, addressing student experience, social responsibility and employability.
Keywords: Higher Education, Assessment, Innovation, Employability, Student Experience, Group work, Engagement, student satisfaction.