Development of HEAR at Ulster

Background to HEAR

Content of HEAR

Academic performance (Section: 4)

Additional information (Section: 6)

Roll out of HEAR

Principles of Assessment and Feedback for Learning

Outline

Background to HEAR Debate over degree classification system

Burgess Implementation Steering Group 2005

Proposal – ‘Higher Education Achievement Report (HEAR) should become the key record for all university level undergraduate achievements’

Pilot phase 1 – 18 institutions; phase 2 – 30 institutions

Ulster HEAR Implementation Steering Group (reports to T&L committee)

Definition of the HEAR

‘an electronic document, produced by a higher education institution, which provides a record of student achievement during their time at that institution. It will adhere to a strict template and be verified by the academic registrar or equivalent officer.’

Purpose of the HEAR

As a formative document Basis for reviewing progress and planning future activities Support student engagement in opportunities beyond the curriculum As an aide- memoire for students in making applications Subject to the appropriate permissions, for verification by employers and

postgraduate tutors of statements made by the student

As a formal, exit document Provides the official University Transcript Provides details within section 6.1 of the wider achievements of the holder Capture more fully the strengths and weaknesses of the student’s

performance … thereby enhancing their employability

Content of HEAR

1. Information identifying the holder of the qualification2. Information identifying the qualification3. Information on the level of the qualification4. Information on the contents and results gained5. Information on the function of the qualification

(including professional status)6. Additional information7. Certification of the HEAR8. Information on the national higher education system

Template:

Academic Programme& Performance (Section 4)

Performance in coursework/exams

Level of detail and drill down

Number of attempts

Accreditation of prior learning

Title of dissertation or major project elements

Ulster Graduate Qualities

Subject-specific knowledge and skills informed by current research and professional/vocational practice

Flexibility, creativity and an entrepreneurial approach to problem solving

Self-confidence, global citizenship, ethical leadership, and a commitment to life-wide learning, professionalism and employability

Effective collaborative working, communication skills and the capacity for reflective practice, including the ability to give and receive feedback

Ulster Graduate QualitiesUniversity of Ulster graduates will demonstrate:

Realise the full potential of the HEAR

Provides a richer verified picture of student achievement

Enhance student employability

Addition Information (Section 6)

Ulster Protocols for information for 6.1The achievement is verifiable and endorsed by the University.

The opportunity to undertake the achievement is open to all students, in principle.

Information is presented factually, not opinion-based.

The role/achievement/outcome is defined by regulation (e.g. prizes, sabbatical officer).

The role/achievement/position supports a University process and is verifiable.

The achievement/role supports wider University policy and strategy.

Additional information (6.1) Additional Awards

CPPD modules Ulster Edge Award

Additional Recognised Activities Science Shop (project title and organisation) Tutoring in Schools (project title and school) PASS leader Student Union officer Placement (name of organisation and role)

University, Professional and Departmental prizes

Web link to student’s e-portfolio (with student’s permission)

Ulster Edge AwardThe Award is a way of

formally recognising and adding value to the significant number of activities taking place beyond the formal curriculum

Commencing September 2011 and open to full-time U/Gs

The Award will enable students to:be formally recognised for their involvement in co-

curricular and extra-curricular activities reflect on their achievements and learn from a range of

experiencesarticulate their skills and achievements effectively and build

self-confidencegain valuable employability skillsdifferentiate themselves when applying for employmentadd value to their time at the University.

Ulster Edge – Student Perspective

Four discrete categories and, in order to qualify for the Award, students have to undertake at least 4 activities, from a minimum of two separate categories

Category 1: Accredited co-curricular modulesCategory 2: Work Experience, Study Abroad and

EnterpriseCategory 3: Activity PathwayCategory 4: Formal University Wide Opportunities

Award Categories

Roll out of HEAR First year full-time undergraduate students 2011/12

Electronic record available and building as various data sources in place.

Ideally, access to placement employers (with student’s permission) in second year

Reference to HEAR already included in prospectus and student handbook

Encouraging student engagement with HEAR Essential to encourage students to

engage with HEAR from the outset

Staff awareness vital

Programme teams need to reflect on how HEAR may be promoted to students and used formatively

Programme teams need to consider the opportunities for students for entries under categories included in Section 6.1

Link to PDP, Studies Advice, Placement preparation

Principles of Assessment and Feedback for Learning Help to clarify, from the early stages of a programme, what good

performance means (goals, criteria, standards)

Encourage ‘time and effort’ on challenging learning tasks which recognise the importance of learning from the tasks, not just demonstrating learning through the tasks

Deliver timely learner-related feedback information that helps students to self-correct and communicates clear, high, expectations and professionalism

Provide opportunities for students to act on feedback and close any gap between current and desired performance through complimentary and integrated curriculum design and pedagogic practice

Principles of Assessment and Feedback for Learning Ensure that all assessment has a beneficial, constructive, impact on

student learning, encouraging positive motivational beliefs, confidence and self-esteem

Facilitate the development of self- and peer-assessment skills and reflection on learning, to enable students to progressively take more responsibility for their own learning, and to inspire a lifelong capacity to learn

Encourage interaction and dialogue around learning and professional practice (student-student, lecturer-student and lecturer-lecturer) including supporting the development of student learning groups and peer learning communities

The implementation of these principles will influence curriculum design,delivery and educational practice, such that students and staff becomeco-creators and collaborators in learning.