A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Teaching and learning credentials
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It was a great relief to realise that my PGCLTHE assignments reflected my
teaching role and therefore enhanced my practice as opposed to increasing my
workload.
With so many commitments in my job, it was only the assessments that made me get
into the material. If I had just attended the taught component, this would not have
been enough.
The time commitment required is significant. In the time I could have written two
or three research papers or four research grant applications ...However, the list of
things I have gained from the course is too long to write down here, but I feel that
I am a more innovative teacher, and better aware of problems, issues and possible
solutions in teaching and learning. I am a more professional assessor and module
designer.
And finally, it might be a qualification in learning and teaching, but participants
gain in more ways than enhancing their teaching practice:
They [colleagues in department] became more confident that I knew what I was doing.
I became credible as an academic.
The reflective approach which the assessment requires has come in useful in other
areas, such as staff review and setting teaching and research goals.
I now have a more critical and curious outlook, and the process of assessment has
engendered more of a sense of pride in my work. . . . I now not only care ‘how’ and
‘what’, but more so, care ‘why’.
(Christopher Butcher, University of Leeds)
Case study 4: Engaging with assessment in a professional
development programme-appraisal and advice from
practitioners at London Metropolitan University
Context
Seeking to provide course participants with experience of different forms and
functions of assessment, the Postgraduate Certificate programme discussed in
this case study employs a variety of methods. The assessment process is designed
to promote accomplishment of the core objectives of enhancing awareness of
pedagogical issues, critical reflection on academic practice and scholarly