Project team: Hannah Carnock (School of Arts), Suzanne Collins (Digital Education Office) and Sean Lancastle

Project summary: Consolidation of generic good practice resources, including general resources about anticipated student needs post-Covid: 

• Researching and summarising what we know to be good/best practice from sector wide knowledge.  
• Identify and summarise likely student support needs and issues that may arise generally across the university’s student population 
• Summarise good practice to address these needs from the sector (JISC, Advance HE etc) or academic literature emphasising practical tips

Project resources:

• Resources for Personal Tutors to help students with transition to study
• Supporting the 'jump' from school to university - project findings

Project team: Robert Sharples (School of Education), Sarah Jones (School of Arts), Simon Gamble (Library Services) and Vijaiya Poopalasingham (University of Bristol Law School)

Project summary: Development of faculty/discipline specific staff resources and support information 

• Identifying likely student needs and consolidating existing resources relevant to addressing these needs in specific faculties or disciplines  
• Generating new guidance for dissemination in faculties and disciplines where gaps exist 
• Promoting the above at faculty/disciplinary levels – from September  

Exploration into likely issues for student populations to include: PGTs, international students, students with disabilities, mature students, WP students etc. 

• Generate new or consolidate existing guidance for supporting student groups
• Research, develop and promote tailored guidance and resources 

Project team: Claire Spencer (University of Bristol Business School), Emily Bell (School of Biological Sciences) and Keith Beasley (School of Earth Sciences)

Project summary: Design and delivery of a senior tutor workshop on student transition to university.

Project lead: Rebecca Pike (School of Biological Sciences)

Project summary: Assessment has a powerful influence on our student’s education; influencing what they pay attention to, how much effort they put in and their quality of engagement, whilst feedback is one of the most powerful drivers of student learning. I think my natural interest in Assessment & Feedback stems from the feeling that your interventions can have a huge impact on student learning. As a BILT Associate, I’m looking forward to improving my own knowledge of Assessment and Feedback as well as improving the practice within my School.  I’m interested in constructive alignment and writing questions which promote deep learning and was part of a project evaluating the skills we teach and subsequently test in our assessments. I’m also interested in supporting assessment literacy for our staff and students, and am creating new marking guidelines for our School, which includes a glossary of criteria and explicitly lists critical thinking skills that are being assessed. 

Project resources: Improving assessment literacy - introducing an online interactive Assessment and Feedback portfolio to the School of Biological Sciences - case study

Project lead: Christophe Fricker (School of Modern Languages) 
Project summary: ‘Resonance pedagogy,’ is based on the assumption that teaching is effective once a ‘resonant,’ mutual relationship between myself, my students and our objects of enquiry can be occasioned. This approach influences both my selection of course topics and materials and my teaching practice. This Associateship will involve: running a workshop around premises and practices of resonance pedagogy with regard to feedback; preparing a set of materials available across Schools to introduce resonance pedagogy approaches to feedback; and conducting mentoring sessions with colleagues around specific situations encountered by them. 
Project resources: Resonance pedagogy-based activity ideas

Project lead: Jo Kukuczka (CALD) 
Project summary: Assessment and feedback, as part of a wider curriculum, have always been among my primary areas of interest because they are at the heart of learning for students, teachers, and curriculum developers, and, as such, present incredible transformative power for all. Literature on the subject as well as my own experience bring a wealth of examples of how effective assessment and feedback practices (strongly connected to curriculum and pedagogy) can empower students to go above and beyond in their learning. Yet, at times, due to a variety of factors, something quite opposite happens, for example, when assessment is nothing more than a tick box exercise, and feedback fails to enable growth. As a BILT Associate, I aim to work towards investigating and closing this gap by exploration of effective and innovative assessment and feedback practices across the University, disseminating knowledge, and challenging ineffective processes. I envisage doing this through developing and delivering online workshops and resources enabling us to learn together. 

Project lead: Rabeya Khatoon (School of Economics)

Project summary:  I am curious to explore various forms of assessment and providing feedback using various tools. In addition to peer marking, so far, I’ve managed to explore self-assessment, discussion boards, quizzes, and student presentations. I am interested to reflect on my practice and its impact on student motivation, learning, and overall staff- student welfare.  

Project resources: Flipped classes with peer marking with Rabeya Khatoon

Project lead: Alicia Gonzalez-Buelga (School of Electrical, Electronic and Mechanical Engineering)

Project summary: As a BILT associate, I would like to be an ambassador for online assessments, disseminating what we have learnt in the department over the past few months. I aim to produce a case study with our experiences and also engage in discussion with others (starting with the new BILT associates in assessment and feedback). I would also like to discuss with other examiner officers about the future of exams, maybe through a workshop?  Where we ask ourselves how exams will be held in 20 years time. I will be very pleased if I manage to develop, with others, a framework for optimal online assessments, including all technical aspects that need to be further improved. 

Project lead: Lloyd Fletcher (School of Management)

Project summary: Production of a good practice guide for dialogical feedback to students in order to support and encourage teachers in their use of screencasting feedback as part of a wider dialogic 'learning conversation' with their students.

Project resources: How to screencast: a good practice guide