Having a conversation with another educator about what assessors are looking for in the submission not only helps me as a student but in my teaching practice. Being on this PG Cert has been invaluable in reliving the student experience from how I feel when the teacher begins the lecture to various approaches for engagement to understanding the assessment process. Ramsden (2003) discusses how “students respond to the situation they perceive, and it is not necessarily the same situation we have defined” which I find interesting and must remind myself. This seems to touch upon phenomenography as discussed in Biggs and Tang (2011). If moving from Level 1 & 2 (blame the student or the teacher) to Level 3, a more student-focused approach, it seems that one must keep remaining reflective of engagement. Through Inclusive Practices, thinking about my positionally has also enforced this notion of perception based on my being a woman of colour can be vastly different to others.
Bibliography
Biggs, J. and Tang, C. 2011. Teaching for Quality Learning at University. 4th edition. Maidenhead: Society for Research into Higher Education and Open University Press.*
Ramsden, P. 2003. Learning to Teach in Higher Education. Routledge, Oxford.