Workshop presented by Jude Brereton, Lecturer (T&S) in Audio and Music Technology, Deparment of Electronics. 30 January 2017.
Jude presented in her workshop the assessment method developed for her Masters students which can be adapted and implemented with any students, from any discipline, as it can be tailor-made and used in most modules, thus ensuring its relevancy, authenticity and meaningfulness.
When Jude devised the new assessment, she reflected on the experience of her alumni to help future students build a portfolio – making them aware of how important it is to develop their employability skills -, that they would be able to show to prospective employers, something that in her own words, would ‘survive beyond the programme’. Jude developed the assessment for a brand new MSc in Audio Music Technology taking into account the module learning outcomes and programme level learning outcomes as well as other essential criteria needed to design the new 180-credit Masters course.
She wanted students to be highly motivated in their learning and while working on their assessments, being able to both see the benefits and enjoy the process, incorporating active learning and Problem Based Learning (PBL), widely used in the Department of Electronics. Assessment tasks had to be real, not ‘pretend’ real, but actually authentic, and challenging for Masters level students. It is important to note that although the term ‘authentic’ means real, also carries the connotation of meaningful, and what is meaningful for one person might not be the same for another and so on. Therefore, when designing ‘authentic’ assessment it must be diverse and inclusive – appealing to the broad spectrum of learners, their interests and personalities.
Recently, Jude was told by an international employer that a degree was not considered essential for his company, as long as a candidate could demonstrate the appropriate professional attitude, ability, innovative thinking and could do the things that they would be expected to do at the workplace – someone with the desirable transferable skills. The employer added that for them the most important requirement was to be able to programme. Furthermore, the ideal candidate would be someone with cross-discipline skills, who could appreciate the final product, being able to work and develop the different layers of the task/job: someone who could do and understand both software and hardware; who could do programming and was able to appreciate music – in Jude’s field – aesthetically; who could do Maths but also would know how to reflect and write about the job and the process; someone who knows all the technical words but at the same time is able to communicate and engage with the general public. As Jude has put it, the future is ‘hybrid’: in this day and age, mastering one thing is not good enough; her advice to students is to do as much as you can – variety and quality – and to make sure you can show it.
In the workshop Jude also showed how she uses Google Docs to share and follow group work and provide individual feedback to each group.
Zepke’s and Leach’s article titled Improving student engagement: Ten proposals for action (2010) clearly resonates behind Jude’s assessment model – follow the hyperlink to access it.
Click here to view Jude Brereton’s presentation
Summary by Carmen Álvarez-Mayo