- Talking about
- Inclusive, authentic and creative assessment methods
The Lifelong Learning Centre (LLC) adapts assessment in a ‘Child and Family Studies’ module to be more creative, inclusive and authentic.
The Lifelong Learning Centre (LLC) offers a range of full and part-time courses for mature learners from a variety of non-traditional backgrounds. A powerful ethos across the LLC is its offer of supportive student learning, centred in carefully structured modules and accessible pedagogy.
One such module sits within the Child and Family Studies degree. On this applied course, part-time students already working or volunteering with children and / or families learn to relate the ideas and theories they encounter in studies to their personal experiences. Students are encouraged to be creative when approaching work-related problems using their developing knowledge and skills.
In the 2nd year of the BA, students take the module ‘Child Welfare: Research, Policy and Practice’ which serves as an introduction to research. The module explores the relationship between research, policy and practice relating to supporting children and families in various ways. By the end of the module, students are expected to be able to define key research concepts, evaluate user participation in the research process, and reflect upon the scope and limitations of ‘evidence informed practice’ within children and family support.
The module has an assessment method that reflects the key principles of the course: creativity, inclusion and authenticity. Students are assessed via two methods – the production of an information booklet explaining the research process and the value of their participation to a group of children/young people, and an accompanying rationale.
When producing the information booklet, students must include references to certain topics covered in the module such as the nature of research, research methods, ethics and the relationship between research, policy and practice. However, beyond this, they have creative licence to choose the booklet’s target audience, design approach and content. For example, one student, a childminder, used the Minecraft video game as the base theme for their booklet so that it appealed to a target audience of children aged 7-11, which was used to pitch ‘how to make teatime better’.
For the rationale, students discuss how their approach to, and content of, the information booklet links with the academic principles and concepts that underpin research and use academic references to support ideas. For example, the student who applied the Minecraft concept wrote:
“I decided on a format based upon graphics featured within popular computer games played by that demographic. The cover design intends to inspire the children to read further, whilst creating a sense of gameplay. The purpose of page one is to give a simple explanation of what research is. The words ‘explore’ and ‘find’ are used to communicate the research involves investigation.
The gaming terminology aims to spark a connection between the children’s experiences and my setting. The phrase ‘together we can create a portal between our worlds’ is an acknowledgement of their world, and a request to be invited in. Thus, encouraging them to feel valued and capable. When researching with children it is important to work with them, within their everyday environment, surrounded by peers and other practitioners (Walker and Solvason, 2014).”
Impact on students
Despite some initial nervousness about the unfamiliar assessment method, students have produced an excellent range of booklets with themes including castles, trains, Disney characters, fantasy quests, farms etc.
Dr Gary Walker, Teaching Fellow and Module Leader, believes the assessment method is valuable in promoting self-belief and confidence as well as academic skills:
“Student performance on the module is often significantly better than they themselves predict, as initially they can lack confidence in their abilities. The rationale more clearly distinguishes the students who have more fully grasped the complexity of research principles, but the need to relate the theory to their own practical example helps all students here. Feedback from students is generally very favourable, and afterwards they comment on how much they enjoyed the process.”
To find out more about inclusive assessment in the LLC, or how we are embedding inclusive pedagogies across the University of Leeds, email the Student Success Team at studentsuccess@leeds.ac.uk.