Using the GIBBS reflective cycle to frame my insights, below is a a reflection on my ARP project, the process and the success/learnings.
Description
I decided to change my intervention and focus on researching assessment and in person presentations – through the lens of inclusivity. I conducted secondary research into CRITS, assessment and also the impact of AI on higher education
Feelings
I was totally invested in the research topic and project. I enjoyed the process. What i found most interesting and informative was not the student research – but that of fellow academics and also secondary research into the subject. I continually felt torn between camps of feeling presentations were the way forward – to feeling it comes with too many risks. I was surprised by the positive feeling towards AI amongst my interview participants…and now find myself drawn to the benefits and how this could actually help my assessment.
Evaluation
reflecting on what went well, I found the interviews extremely important and thought provoking – providing me with good insight to then create recommendations. This is a method I perhaps could have worked with more. The student research was too limiting and I felt that it provided interesting data – but I needed more. On reflection, more time and more indepth questioning could have produced further data.
Analysis
Redesigning assessment and perhaps being more flexible and experimental here is one of my main take outs which I feel can be taken further. The research has shown the value of the in person presentation – for many reasons. And if we are to produce more employable graduates, we need to find a way to improve and increase this. But the work must start earlier and with a more personal approach in order for us to mitigate risk and avoid issues. And of course, foster inclusivity.
Conclusion
In conclusion, my research could have been more indepth with the students and i perhaps would have generated more insight if I had held a focus group as opposed to the use of quantitative research. But this would have required students to open up and perhaps expose fears they were not ready to share. In conclusion , I feel that i managed to undertake a sufficient amount of research to answer my question and to recommend actions going forward.
Actions
In order to foster inclusivity in my forth coming in person presentations, my actions include:
- Educate and prepare: Spend more time preparing and educating students on the art of presentations and when they are used in the workplace. Build this into the sow and the assessment briefing
- Environment – create physical safe space and inform students ahead of time of the room, set up, attendees
- Alternative options – alternative option such as a reordered option to be offered to those who need reasonable adjustment. (This could be done via understanding of ISA students and their barriers) Choice. Assessment options perhaps could be a consideration.
- Remove restrictions – be flexible in how they present. Use visuals, accept translation assistance, allow props and objects
- Tutor – tutors need to bed educated and supported in how they manage the assessment, perhaps working with a rubric for feedback so there is clarity and parity . Levels and style can be determined by level of student cohort