Sally Brown

Happy New Year (although it’s another weird way beginning, what with Omicron and politics and Environmental anxieties and all! Although as I write some of the over-privileged and self-entitled of this world seem to be getting their come-uppance which seems like a good thing to me!)

I am delighted to start the new year on a positive note: Sarah Allsop from Health Sciences at Bristol university asked me to contribute to her website called the Grateful Academic, which is all about how sharing positivity and gratitude can support successful working in academia and higher education. https://www.thegratefulacademic.com/post/guest-blog-gratefully-giving-forward-by-sally-brown  I thoroughly recommend​ having a look at it and gaining some joy from the approach adopted, which aligns strongly with mine.

When she asked me to do a guest blog for the site, I was only too happy to oblige! You should get this in the link above, or you can download it directly here. The-grateful-academic-w.docx (831 downloads)

I’m hoping that 2022 includes many more opportunities like this for us all to focus on the best bits of academia rather than the challenges and drudgery.

It’s been another tough year in the world of teaching and learning in higher education, so to cheer myself and others up, in the spirit of appreciative enquiry, I have compiled this collection of some of the positive benefits of teaching and assessment in higher education that have accrued as we’ve had to pivot fast into new ways of working.

I’m tremendously grateful to all the contributors and also to Kate Cuthbert of Nottingham Trent University who prompted me to do this as my contribution to their annual seasonal advent calendar. Pithy-positive-post-pandemic-pivot-w1.docx (880 downloads)

To those who celebrate it, a very Happy Christmas, and a peaceful, positive, enjoyable and compassionate New Year to everyone.

It continues to be a lovely Autumn in North Tyneside, which cheers me up as it defers the worst of the winter weather! And it also cheers me up that we can here present a fourth compendium of great authentic assessment ideas in a special Hong Kong Edition from colleagues at the Education University of Hong Kong and Hong Kong Baptist University at HKSAR, with whom Kay Sambell and I have been working this year (see the picture of a screenshot from our latest webinar with them in August). The diverse disciplines represented here include Language Studies, English, Education, Multiculturalism,  Finance, Chinese Medicine, Multimedia Journalism, Music, Forensic analytical chemistry, Medical Ethics and Visual Arts practice. It’s exciting to see how our ideas are translated into practice and used globally: we are really grateful to Professor Siu Cheung Kong of the Education University of Hong Kong and Dr Theresa FN Kwong of the Hong Kong Baptist University for helping us create this original and very useful set of resources. HK-Compendium-4-FINAL.docx (2571 downloads)

As the Autumn leaves fall in the UK and the nights are drawing in, universities are continuing to think about how to make assessment more authentic to engage students and make the process all about learning, building on the innovative approaches developed during Covid closures.  In our most recent guest post, Kay and I are delighted to welcome a thoughtful piece from Wendy Garnham of Sussex University in which she writes about how she and a colleague Heather Taylor are moving away from simply setting an essay and leaving students to produce it, towards their more innovative approach to essay writing that actively fosters their students’ information retrieval and reflection skills as well as deconstructing the tasks into manageable objects. Thanks Wendy and Heather for enabling us to showcase this approach.

Recently Kay Sambell I participated in a marvellous online conference run by Chris Headleand of Lincoln University on Practical Pedagogy https://chrisheadleand.com/practical-pedagogy/

I went to a session run by Gaby Tobin and Laura West-Burnham of Cardiff Metropolitan University who were talking about how, in times of Covid, there has had to be flexibility in managing changing assessment needs while still assuring quality. Kay Sambell and I were so impressed by their thinking that we asked them to write a guest post for our Covid collection which you can read here entitled “Here be dragons: The challenges of balancing quality assurance and pedagogy”. Sincere thanks to Gaby and Laura for sharing their ideas here: Balancing-quality-assurance-and-pedagogy-w.docx (984 downloads)

NTF Dr Chris Headleand of Lincoln University rocks! Congratulations to him for organising the terrific Practical Pedagogy conference attended by hundreds of people and engaging so many of us in engaging conversations. I learned loads in the day, not least from the many contributors who helped me create my crowdsourced keynote including Mark Glynn, Theo Gilbert, Mick Healey, Ruth Healey, Phil Race, Becky Sellars, Ale Armellini, Kay Sambell, Nick Freestone, Suzanne Fergus, Peter Hartley, Mark Childs, Sue Beckingham: the basic slides I used are here: practical-pedagogy-SB-keynote-w.pptx (476 downloads)   The recordings of the whole conference will be available in due course from Dr Chris Headleand.

Next stop, the PGCE Research conference at Sunderland on Thursday where I am presenting with Prof Kay Sambell!

June and July have been busy months with lots of work with Kay Sambell on authentic assessment during and after the pandemic. We are told our resources have proved useful for people and we are really happy about that.

We staged a PhD ceremony in my garden for a successful PhD student of Kay Sambell’s who won’t get an actual one this pandemic year. Lucas was here so we capitalised on the occasion by presenting him with a cucumber Kay had grown.  He rose to the occasion and made a very nice acceptance speech.

We were also delighted to be part of the launch of the Advance HE torch relay event that is bringing together creative ideas on assessment from people all around the world. A link towards our little introductory video is here:

It was such fun to create this video on a gloriously sunny day in our garden: I haven’t laughed so much in years.

We are also delighted to be contributing to an event to launch AdvanceHE’s latest publication on assessment edited by Patrick Baughan. Our article is called “Changing assessment for good: building on the emergency switch to promote future-oriented assessment and feedback designs”; Kay Sambell and Sally Brown, In Baughan, P (ed) Assessment and Feedback in a post-pandemic era: a time for learning and inclusion. York Advance HE.

Most recently in the last fortnight I’ve been working with the Physiological Society on a series of workshops and linked one-to-one sessions on providing evidence for promotions on the grounds of learning and teaching. It’s been fascinating to talk to so many physiologists who are doing such interesting work, including on dry labs and assessment.

After this week things are looking much quieter: it will be lovely to have a few peaceful weeks over the summer and a chance to spend time with the grandchildren, with a little writing with Kay of course on some resources for Heriot Watt university.

In the time Kay Sambell and I have been producing resources for our Covid Collection on assessment during and after the pandemic, many people have mentioned the difficulties of using authentic assessment processes in Maths to bring to life the creative possibilities and excitement of the subject. Here today we are delighted to offer you a special account by NUI Galway’s President’s Award winner Dr Giuseppe Zurlo in which he outlines a fascinating approach to engaging Maths students now and for the future.  Authentic_Assessment_gz-w1.docx (1063 downloads)