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Making first-year tutorials count

Operationalizing the assessment-learning connection

Brunel University, UK, john.macmillan{at}brunel.ac.uk

Monica J. Mclean

University of Oxford, UK, monica.mclean{at}learning.ox.ac.uk

This article reports the design and effects of a practical, pedagogic experiment motivated by the wish to encourage greater ‘active learning’ in first-year tutorials along with a range of other learning skills, in particular the practice of ‘good’ argumentation. The project has its roots in a formal accredited programme in teaching and learning that provided frameworks for thinking about how to change the assessment regime and in a measure of dissatisfaction with the existing, ‘conventional’ organization of the tutorial as a site of learning. The aim was to create an environment in which the students prepared thoroughly for each tutorial, engaged in challenging discussion, and reflected on what and how they were learning. The method employed was to centre the assessment regime on the tutorial itself in conjunction with frequent and rapid feedback on student work.

Key Words: active learning • argumentation • feedback • formative assessment • information technology • reflection

Active Learning in Higher Education, Vol. 6, No. 2, 94-105 (2005)
DOI: 10.1177/1469787405054235


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