This seminar considered key theoretical perspectives on work-based assessment. It discussed: The nature of work-based learning and its role in: Developing key graduate skills The wider life-long learning society. Different approaches to work-based learning practice, including the new apprenticeship model. The context of learning, including the role and responsibilities of both the learner and the employer, with a focus on authentic assessment approaches that support individualised learning. Participants were encouraged to bring along module descriptors, related to learning in the workplace, so that these theoretical perspectives could be applied to practice. n the workshop component, participants, in small groups, discussed, critiqued and developed the methods and processes that they currently use to assess placements in their own disciplines. They were encouraged to examine the ways in which current theory and best practice could inform and develop their disciplinary approaches.

"Assessment is probably the most important thing we can do to help our students learn. Traditionally, our assessment practices tend to be summative, for the purposes of progression and completion, rather than formative, for the purposes of improving instruction and student learning. If assessment is to be an integral part of student learning, formative assessment must be at the heart of the process. Formative assessment refers to a wide variety of methods that educators can use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, module, or programme. Formative assessments help educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that adjustments can be made to lessons, instructional techniques, and academic support. If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further. This workshop was aimed at all academic staff, whether new to the whole notion of formative assessment and feedback, or those who wanted to improve their feedback practice to students, or those looking for innovative ideas on how to enhance their current practices. It provided participants with an opportunity to think about the benefits of formative assessment and providing formative feedback to learners and an opportunity to examine some case studies of how this can be done in practice."

"The power of assessment and feedback within the learning process has been recognised for many years and yet the paradigms that currently frame assessment leave students in a passive role and still largely focus on accreditation. This situation needs to be challenged through the development of assessment literacy of both staff and students which, in turn will make new approaches to assessment and feedback possible. This seminar discussed the nature of assessment literacy, why it is important, how it has the potential to reshape our thinking about assessment and feedback and how it supports the development of student learning. Participants were invited to take part in activities designed to allow them to share their expertise, review their practices and take away new ideas. The aim of the seminar was to: Explain the concept of assessment literacy Describe the contribution assessment literacy can make to supporting student learning Identify key initiatives that support the development of assessment literacy"

"While we as educators might hate to admit it, assessment does drive student learning and is probably the one most important thing we can do to help our students learn. Formative assessment can help us as educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that we can make adjustments to lessons, instructional techniques, and academic support. If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further. This seminar focussed on how the Department of Mathematics and the Academic Learning Centre use Numbas, a free online platform aimed at numerate disciplines, to provide students with the opportunity to practice particular types of mathematical problems, receive instant feedback and advice on where they may have gone wrong, and to attempt other similar auto-generated questions. This seminar was aimed at academic staff who teach in a numerate discipline who would like to explore how they too can provide formative assessment opportunities to their students in an efficient and effective manner. Those who attended this session: Got an overview of some of the capabilities of Numbas Learned how Numbas can be used to enhance student learning Learned how a Numbas learning resource can be uploaded to Canvas."