Designing Programmes for Learning: Foundations and Aspirations
This conference was hosted by the University of Nottingham and took place online between 11-12 January 2022. We thank the 44 speakers and 520 delegates, national and international, whose contributions made this event a success. Recordings from all sessions and key resources quoted during the event can be accessed below.
Conference description
Student learning and student experience are directly related to the design of programmes of study. Over the past 15 years, there has been increasing interest in design of curriculum and assessment at programme-level, resulting in a number of initiatives across the sector. It is now timely to share some of the progress that has been made and consider how to effect institution-wide transformation.
This conference offers a platform to share progress at different institutions. We will consider both the foundations of programme-level design and also the institutional aspirations. The conference will include a variety of session types, ranging from keynotes from experts to inspire and educate us, through to localised cases of good practice and experiences of leading institutional change.
Conference schedule
A full schedule for the conference can be downloaded below:
Contacts
Recordings of the conference sessions by theme
To view session recordings, click on each theme below to go to a page which contains recordings for that conference theme. You can also see the recordings of the welcome session and the closing remarks.
Welcome session
Professor Sarah Speight (University of Nottingham)
Professor Katharine Reid (University of Nottingham)
Dr Carmen Tomas (University of Nottingham)
Closing remarks
Professor Katharine Reid (University of Nottingham)
Dr Ailsa Crum (QAA)
Dr Carmen Tomas (University of Nottingham)
Resources
We have compiled some key links and resources from the conference and these are available below:
Key links on programme-level assessment
Work on programme-level assessment at the University of Nottingham
During the conference, work carried out at the University of Nottingham on assessment load, programme design and learning analytics was presented. Below are related key publications:
- Tansy Jessop & Carmen Tomas (2017) The implications of programme assessment patterns for student learning, Assessment & Evaluation in Higher Education, 42:6, 990-999, DOI: https://doi.org/10.1080/02602938.2016.1217501
- McKie, Anna (2018) Study raises concerns over assessment methods in UK universities, Times Higher Education
- Carmen Tomas & Tansy Jessop (2019) Struggling and juggling: a comparison of student assessment loads across research and teaching-intensive universities, Assessment & Evaluation in Higher Education, 44:1, 1-10, DOI: https://doi.org/10.1080/02602938.2018.1463355
- Carmen Tomas & Simon Walker (2020) Decisions, theory and data: defining the role of analytics for assessment and feedback, Jisc Learning Analytics: Research Group
- Williams, Tom (2022) Are universities over-assessing their students?, Times Higher Education
- Carmen Tomas & Katharine Reid (2022) Designing programmes for learning: foundations and aspirations, AdvanceHE Blog
- Anna Bertram & Carmen Tomas (2022) Evaluative judgement - a practitioner's case in chemistry research projects, Chemical Education Research Practice
Forthcoming publications:
- Dianne Bowskill, Sarah Westwater-Wood & Carmen Tomas (in press) Programme assessment patterns for student learning in the health professions
- Carmen Tomas & Nick Mount (in press) iCURATE framework for curriculum and assessment design
This page was last updated on 17 November 2022 at 15:12 (GMT)