Contextual Background
Before I prepare a workshop, I make sure to check it against the unit brief, so that I am informed on how I will need to structure the students’ formative assessment.(Nicol, Macfarlane-Dick, 2021).Reviewing the brief, also ensures my workshop is in keeping with the learning outcomes.
On the Master Pattern and Garment Technology course (MA PGT) in Unit 1, I created a workshop about the specification sheet (spec sheet) that is divided into two parts. In the first part I deliver a presentation on the history of the spec sheet, show what a spec sheet looks like and explain how students can create their own.
In the second part, students are divided into groups and given an image of a garment (leather biker jacket), an incomplete technical drawing, and an incomplete spec sheet. I am assessing them based on how well they identify and fill in the missing parts of the technical drawing as well as the spec sheet, using the information I shared with them in part one. This exercise helps to share useful knowledge that will better prepare them for industry.
Once they have completed this task, they will give feedback in groups to me and their peers and explain how they found completing the exercise. However, I noticed that students can be shy when working in groups with unfamiliar classmates, resulting in less interaction. Another issue is that where we have a lot of international students, they may struggle giving feedback if English, if it is not their first language.
Evaluation
I have been conducting this workshop for four years now and I always try to make some slight improvements each time. Also, before the feedback stage of my workshop, I make sure to go around the room and observe the individuals in the group in a general way. I have found that students can effectively communicate with each other, and I am comfortable for the students to discuss the exercise in a language that they are more comfortable communicating in. Then when it comes to feedback, as I have observed how they were working on the exercise, I will do my best to convey what they learned from the exercise and share with the wider group. This is because I do not want any students to feel like they are not able to contribute to the feedback part due to language barriers. I also tend to see that there is usually one student who will be a spokesperson for the group if they feel more comfortable doing so. This is somewhat effective, but I am also concerned that this may mean there could be individuals who may not have fully grasped everything, and because of the feedback format, I would not be able to identify this. (Biggs,1999)
Moving forwards
Going forward, I will try to cater to a wider range of diverse students and their individual needs. For example, to help make more students feel engaged at the feedback stage, (Race, 2001). I will give students the option to use Padlet to upload the technical drawings and completed spec sheet, as an alternative to feeding back to the group verbally. Padlet also allows students to share written feedback which can be easily translated into English.
Also, I will consider sharing the exercise with the students ahead of the lesson, to allow any students who may feel nervous feeding back to the group, to do so digitally rather than in person. This improves my teaching practice as it means, no matter the needs of the student, they will be able to give feedback and I can assess them in a way that is suitable and comfortable for them. (Biggs,1999)
References
Biggs, John. (1999) ‘What the Student Does: teaching for enhanced learning’, Higher Education Research & Development, 18(1), 57-75.
Nicol, D.J.& Macfarlane‐Dick, D. (2021) ‘Formative Assessment and Self‐regulated learning: a Model and Seven Principles of Good Feedback Practice’, Studies in Higher Education, 31(2), pp. 199–218.
Race, P. (2001)‘A Briefing on Self, Peer and Group Assessment’, Learning and Teaching Support Network (LTSN), 9.
Additional References Readings
Brooks, K. (2008). ‘ Could do Better?’: students’ critique of written feedback’, Higher Education Academy.