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ERIC Number: EJ1130057
Record Type: Journal
Publication Date: 2016
Abstractor: As Provided
Using Pecha Kucha as Formative Assessment in Two Undergraduate Modules. (Re)conceptualising "The Right Lines"
Practitioner Research in Higher Education, v10 n1 p140-155 2016
The discourses around feedback and assessment within higher education are often proliferated as critical to student learning, and attention to student (dis)"satisfaction" is often high on the agenda. As academics spend extensive time and effort on the production of summative feedback, this paper draws on the initial findings from a small-scale study of the use of "Pecha Kucha" as a methodology for formative assessment within two undergraduate modules. The dominant themes suggest some disparity between staff and students regarding the "purpose" of formative assessment and the paper argues that "Pecha Kucha" can be used as a platform to develop assessment dialogues, with the subsequent development of a pedagogic literacy around feedback practices. Furthermore, the value of listening to different narratives from research studies, students and tutors supports the reframing of assessment as a supportive mechanism beyond the elicitation of "proof" of learning.
Descriptors: Undergraduate Students, Public Speaking, Visual Aids, Formative Evaluation, Learning Modules, Feedback (Response), Student Attitudes, Teacher Attitudes, Tutors, Evaluation Methods, Critical Thinking, Questionnaires, Discourse Analysis, Foreign Countries, Action Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A