From fearing 'Orchestra Assessments' to embracing 'Assessment Orchestras'

2024. From fearing 'Orchestra Assessments' to embracing 'Assessment Orchestras'. Presented at: HE Teaching Development Conference: Exploring best practices for inclusive education, London, UK, 4 June 2024.

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Abstract

Aims: (1) Facilitate inclusive assessment opportunities in diverse cohorts of home and international students. (2) Enhance sense of learning community, improve wellbeing and transform the stigma associated with group assessments. (3) Model traditional ‘ensemble functionality’ in the classroom and in-group assessments. (4) Champion individual skills/strengths, ‘harmonising’ them for the benefit of truly inclusive assessments simulating post-university employment scenarios. Methodology: Timeline 2016-2019 (phase 1) 2020-2022 (phase 2) 2023-present ‘now policy’. Objectives: (1) Developing a new suite of assessments (e.g., student ‘showcases’ and ‘conferences’) supported by focused skills-driven L&T practices. (2) Promoting a culture of empathetic collaboration in classroom/assessments. (3) Creating inclusive assessment commitments, balancing proactive and reactive collaboration, individual empowerment (leadership) and independence. (4) Fostering long-term continuous professional learning commitments. Results: (1) Less ‘group assessments’ fear, relishing collaboration, promoting ‘learning community’. (2) Improved engagement and attainment, with ‘skills-driven L&T’ enhancing CPD commitments. (3) Improved NSS satisfaction scores, and integration of international/home students (CU School of Music first in the Russell Group for ‘Learning Community’ in Music (2022, 87%) and PTES ‘skills development’ result trajectory (2015-19) consistently improved (56-93%). (4) Now policy, implemented in modules with group activities, all modules achieved 84% or higher in end-of-year module evaluation surveys.

Item Type:	Conference or Workshop Item - unpublished
Status:	Unpublished
Schools:	Schools > Music
Related URLs:	https://thesis.psychologyresearch.co.uk/...
Last Modified:	16 Mar 2026 11:31
URI:	https://orca.cardiff.ac.uk/id/eprint/185707

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