not only accept constructive criticism , but to enact specific suggestions within a set timeframe to improve one ’ s work , is a vital skill for any career . Formative assessments can expand transferrable skills sets for Humanities graduates , strengthening the argument for the significance and practicality of pursuing a Humanities degree to its critics . This also addresses Strategic Aim Four in the Keele Learning and Teaching Strategy to 2020 : ‘ To develop students ’ capabilities by providing opportunities to build and develop students ’ professional skills , attitudes and resilience .’
Furthermore , to increase the inclusivity and diversity of learning models to students with anxiety issues , if students feel uncomfortable speaking in the seminar , they can contribute three discussion points or questions to a KLE discussion thread after the seminar . Participation is another formative assessment component of this module , and for students who select this option at the beginning of the semester , their KLE discussion thread contributions will be formatively assessed as their participation mark , rather their in-situ contributions . Other students or the instructor comment on these points on the KLE and the students must critically engage and respond to these comments based on the seminar reading and seminar discussion . This KLE discussion thread serves three functions . First , it gives students with anxiety issues the opportunity to participate in an intellectual dialogue in a forum in which they feel comfortable . Second , it extends the seminar discussion beyond the classroom and offer all students an opportunity to reflect on the day ’ s material in new ways with more voices . Third , it further integrates information and communication technology in the teaching and assessment programme . Technology is a valuable tool in the university setting : ‘ New technologies carry inherent possibilities that can revolutionise education as we know it . If we simply unleash this potential many educational problems will be solved .’ In addition to greater educational access for distance learners and internalisation programmes , the increased use of information and communication technologies also allows instructors to further cater to students with different learning needs and / or preferences . Furthermore , according to Oblinger and Oblinger , millennials tend to prefer group-based approaches to learning programmes and they also tend to possess a high level of technological literacy . Launching a discussion thread forum on the KLE not only functions as an inclusive formative assessment method for students who may struggle to participate in traditional seminar discussions , but also offers a new channel for millennials to engage with this material on their own terms . Applying the ADDIE system , I continually re-evaluate and re-analyse the design , development and implementation of this formative assessment form to ensure its effectiveness and that it is constructively aligned with the module intended learning outcomes . The addition of this new formative assessment form is not the end of the process ; it is the beginning . This assessment will constantly be revised according to the needs of students and the curriculum . This will support Strategic Aim Three in the Keele Learning and Teaching Strategy to 2020 : ‘ To promote inspirational learning and teaching by using educational technologies to support excellent learning and teaching .’
Along similar lines , I offer an alternative format to present the group presentation for students with a relevant Keele Disability and Dyslexia Support ( DDS ) learning plan . Students will have the option to video record their part of the group presentation and play it back to the class during the group presentation . Students will continue to have the option to present to the instructor individually in the faculty office . These options address the 2007 Disability Rights Commission ’ s recommendation that assessments should guarantee equal opportunity to students to evaluate their proficiency in an academic programme .’ They also address the core policy aims of the 2010 Equality Act to ‘ eliminate unlawful discrimination , harassment and victimisation and to advance equality of opportunity and foster good relations between people who do and do not share a protected characteristic .’
To conclude , teaching AMS 30043 : Violence and Power in Antebellum America with inclusive teaching and assessment practices is an ongoing and dynamic process : I continually respond to the changing diverse needs of students and implement inclusive teaching practices to address these issues . This evaluation is not the ending point of this module revision ; it is the starting point .
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