This project will develop the use and effectiveness of digitally supported patchwork text assessments in a range of traditional academic subjects within different Higher Education Institutions (HEI).
This project will develop and evaluate the ‘Patchwork Text’ Assessment (PTA) approach within a range of traditional disciplines in terms of its practicability (both in terms of staff workload and institutional technological resources) and capacity to enhance and evidence student learning. Academic staff and those who support them in enhancing learning and assessment are the community addressed.
The concept of the Patchwork Text Assessment is defined as a ‘cumulative, multi-voiced text resulting in a structurally unified reflective synthesis’.
The idea stems from a project run between the universities of Anglia Polytechnic, Nottingham Trent and Cambridge that ended in 2003. PTAs represent diverse evidence for the learning that has taken place, articulated through a reflective overview. Typically students select ‘patches’ from the various learning tasks they have undertaken, choosing those which best evidence the skills, knowledge and understanding gained. Peer and formative feedback, and the learner’s response to such feedback, is an integral part of each patch.
The project is hosted by Cumbria University working collaboratively with the Universities of Bedfordshire, Derby, Liverpool, Wolverhampton and The Centre for Recording Achievement (CRA). What is different with this project is that it is based in the level 6 curriculum and in discipline areas previously under represented in ePortfolio based learning. The work Wolverhampton and Bedfordshire is based in Psychology, Cumbria in photography, Liverpool in either archaeology or physics and Derby potentially in Law.