Case study: Using a codesign process as an opportunity and to increase assessment literacy and integrate the Sustainable Development Goals into learning and teaching.

Authors

  • Debbie Bartlett University of Greenwich

DOI:

https://doi.org/10.21100/compass.v14i1.1121

Keywords:

Sustainable Development Goals, Co-design, Assessment literacy, Feedback, Student Engagement

Abstract

Abstract: This article first describes the importance of the Sustainable Development Goals to learning and teaching, both specifically for SDG 4 Quality Education, and the relevance of all 17 SDGs across subject areas.  It then describes how these became the focus to increase assessment literacy and engagement with feedback using Level 5 BSc Environmental Science and Geography students taking the Environmental Management module.  The benefits and challenges of using curriculum and assessment co-design are presented and the benefits for student engagement and assessment literacy evaluated.  

Author Biography

Debbie Bartlett, University of Greenwich

Dr Debbie Bartlett MLI FCIEEM SFHEA has been teaching in higher education for more than twenty years and is currently Professor of Environmental Conservation in the Faculty of Engineering and Science at the University of Greenwich. She is particularly interested in the role of authentic assessment and feedback literacy in increasing student employability

References

Fook C Y and Sidhu G K (2010) Authentic Assessment and Pedagogical Strategies in Higher Education Journal of Social Sciences 6 (2): 153-161

Garcia I, Noguera I & Cortada-Pujol M (2018) Students’ perspective on participation in a co-design process of learning scenarios. Journal of Educational Innovation, Partnership and Change, Vol 4, No 1, <https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/760>. Date accessed: 30 apr. 2020. doi:http://dx.doi.org/10.21100/jeipc.v4i1.760.

Mckie A (2019) Does university assessment still pass muster? https://www.timeshighereducation.com/features/does-university-assessment-still-pass-muster

Mueller J (2005). The authentic assessment toolbox: Enhancing student learning through online faculty development. J. Online Learn. Teach., 1: 1-7. http://jolt.merlot.org/documents/vol1_no1_mueller _001.pdf

Nevin E (2008) Education for Sustainable Development Issue 6 Policy & Practice: A Development Education Review. https://www.developmenteducationreview.com/issue/issue-6/education-and-sustainable-development accessed 21/4/20

QAA (2018) UK Quality Code for Higher Education Advice and Guidance Assessment https://www.qaa.ac.uk/docs/qaa/quality-code/advice-and-guidance-assessment.pdf?sfvrsn=ca29c181_4

Winstone N E, Nash R A, Parker M & Rowntree J (2017). Supporting Learners’ Agentic Engagement with Feedback: a Systematic Review and a Taxonomy of Recipience Processes. Educational Psychologist 52 (1): 17-37

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Published

01/28/2021

Issue

Vol. 14 No. 1 (2021): Compass: Journal of Learning and Teaching

Section

Case Studies

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