The presentation aims to identify whether a change from traditional to non-traditional assessment methods has the potential to increase the attainment and employability of undergraduate students on an Early Childhood programme. The School of Early Years has developed a range of innovative assessment methods which aim to promote equality and inclusion by taking into account different learning styles and attitudes. The presentation considers the responses of staff and students to non-traditional assessment and considers links to student retention and attainment. The study links to theories of action learning and interactive learning as espoused by Vygotsky and Erikson (Hammersley 2007; Ball 2011).
Innovative assessment for employability and professional development - HEA Annual Conference 2017 - Generation TEF: Teaching in the spotlight
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