Using Pecha Kucha as formative assessment in two undergraduate modules: (re) conceptualising ‘the right lines’

Hirst, Nicky (2016) Using Pecha Kucha as formative assessment in two undergraduate modules: (re) conceptualising ‘the right lines’. Practitioner Research in Higher Education, 10 (1). pp. 140-155.

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Abstract

The discourses around feedback and assessment within higher education are often proliferated as critical to student learning, and attention to student (dis) satisfaction is often high on the agenda. As academics spend extensive time and effort on the production of summative feedback, this paper draws on the initial findings from a small -scale study of the use of Pecha Kucha as a methodology for formative assessment within two undergraduate modules. The dominant themes suggest some disparity between staff and students regarding the purpose of formative assessment and the paper argues that Pecha Kucha can be used as a platform to develop assessment dialogues, with the subsequent development of a pedagogic literacy around feedback practices. Furthermore, the value of listening to different narratives from research studies, students and tutors supports the reframing of assessment as a supportive mechanism beyond the elicitation of proof of learning.

Item Type:	Article
Journal / Publication Title:	Practitioner Research in Higher Education
Publisher:	University of Cumbria
ISSN:	1755-1382
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Additional Information:	Nicky Hirst is a student at Liverpool John Moores University, UK.
Depositing User:	Anna Lupton
Date Deposited:	27 Oct 2016 18:06
Last Modified:	12 Jan 2024 16:16
URI:	https://insight.cumbria.ac.uk/id/eprint/2507

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