hear: our journey so far professor stephen hill, university of gloucestershire
TRANSCRIPT
HEAR: our journey so far
Professor Stephen Hill, University of
Gloucestershire
UoG situation• Member of 1st Pilot Group in 2008• Work on the European Diploma Supplement meant that much information
required for the HEAR was available• Existing transcripts granulated information even to assessment
methodologies at assignment level• Previously available data:
– University prizes– Period of study abroad– Additional awards (e.g. coaching, ECDL)– Student Ambassadors– Student Mentors
• Worked with Students’ Union and Careers to establish process to allow for verification of additional achievement through small non-accredited (ghost) modules
• Students present claims for verification of achievement
• Great concern to ensure equity of access
Employers’ reactions: UoG Employability Forum
• Keep it simple• Fairly happy with traditional classification• Interested in real-world, co-curricular, non-formal
learning as well as academic learning• Not greatly interested in drilling down into details of
marks (THEN)• In favour of evaluation and articulation of achievement
rather than bare lists of activities• Want graduates who show that they can think and adapt,
with transferable skills• Want graduates who can articulate how they did it and
why their achievement matters
Identify the benefits for students and staff• Enhances student experience – more holistic and
transparent acknowledgment of achievement• Explicit record of employability skills with evidence• Encourages students to articulate why they are
employable• Can be used formatively as scaffold for student
development• Employers can search for particular types of graduate• Can drive enhancement of TLA• Encourages students to be reflective and reflexive• Supports more strategic approaches to public and
community engagement• Strengthens links between HEI and SU• AND…….
Electronic HEAR• UoG supported the development of the Gradintel
application• Gradintel:
– provides an e-transcript service– can be searched by employers on the basis of certain
criteria to identify appropriate students– is ‘free’ for students – will be the repository for HEARs for the future
Records and systems• How does the HEAR fit into your systems?• How much detail about assessment methods can you
produce?• Key issues for Section 4:
– Generation of user-friendly programme specifications (CFR and CogenT http://www.pebblepad.co.uk/cogent/)
– Access to programme specifications• Key issues for Section 6:
– The HEAR is about achievement, not just about activity– What does ‘verification’ look like?
• Scaling up to work for all your students.• What about part-timers, PG students, collaborative
provision?
The tricky bit: section 6
Section 6: Key issues
– Are we considering experience or achievement?
– How do we secure equity of opportunity for all students?
– What does ‘verification’ actually look like and how does it differ from assessment or evaluation?
– Who will ‘verify’?
Student Learning Experience
• Curriculum: accredited and formal (Section 4)• Co-curriculum: not accredited, but verified,
can involve application of knowledge and understanding from formal curriculum, or development of graduate attributes which are part of broad programme outcomes (Section 6)
• Extra-curriculum: not accredited, not verified, but achievement may still contribute to development of graduate attributes (not university-initiated, so probably not in HEAR)
Section 6.1 – Gloucestershire
‘The University of Gloucestershire has adopted the presumption that students should be involved in decisions about whether they wish to have achievement verified for the HEAR, and to what extent.’
• What did you do?• Details of your achievement
• How much effort was involved?• What impact did it have?• How would you do it differently next time?
• Was the activity University-initiated?• Do you want the achievement reported in your
HEAR?• Confirmation by mentor/supervisor• Verified by approved member of staff or S
Personal statement of achievement for verification
Attributes / skills developed...Application of Numeracy &
ICT
Business / Social
Awareness
Communication & Literacy
Problem-solving & Creativity
Teamwork & Leadership
Community Engagement
Culture
Employment
Enterprise
Internship
Research
Sport
Sustainability
Expe
rienc
e ga
ined
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ugh.
..
PSA
PSA
PSA
PSA
Communication & Literacy Award
=
Attributes / skills developed...Application of Numeracy &
ICT
Business / Social
Awareness
Communication & Literacy
Problem-solving & Creativity
Teamwork & Leadership
Community Engagement
Culture
Employment
Enterprise
Internship
Research
Sport
Sustainability
Expe
rienc
e ga
ined
thro
ugh.
..
Employment Award
=
PSAPSA PSA PSA
Extending the Student Year
• Teaching blocks extended by one week to 13 weeks. This allows 2 weeks per year in which activities relating to development of generic graduate skills (employability, information and digital literacy) can be delivered by staff from Careers, LIS, TLI).
• 4 intercalated weeks in which co-curricular and extra-curricular activities can take place, including volunteering, sports events, work placements and internships, training courses, etc. These weeks will be common for all students, and, whenever possible, scheduled to coincide with occasions such as Gold Cup Week.
• Space at end of academic year for preparation for following academic year, and celebration of student achievement through end-of-year shows and a UoG Festival week.
Student as anActive Learner
Curriculum
Student as anActive PartnerCo-curriculum
Student as anActive Citizen
Extra-curriculum
The Higher Education Achievement Record (HEAR)
Recognition of a richer picture of student achievement including verification of co-curricular learning will enhance
• Student engagement
• Student success
• Graduate employability
The student experience
Combining a student-driven e-portfolio with an electronic HEAR will enable students to present themselves and their achievements from volunteering, work experience, or life more fully and effectively to potential employers