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

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Enhancing personal practice
engagement with educational theory, research and policy. Three main types of
assessment are reviewed, drawing primarily from a survey of the current
participants, with comments from recent course evaluations.
Reflective portfolio
The portfolio encompasses four interconnected components: a critical review of
an article on learning and teaching, a position paper on a theme in higher
education policy, an analysis of an observed teaching session, and a reflective
commentary on the entire portfolio.
The various tasks presented opportunities to engage with ‘relevant literature and
current debates’ and ‘look at best practice’ in different subject fields. Participants
appreciated the ‘space and incentive’ offered to ‘connect theory with practice’ and
‘think more broadly’ about HE policy. This contributed to a ‘better understanding’ of
real issues facing teachers (such as retention or plagiarism) and how policies can
‘impact in the classroom’.
Participants reported finding the teaching observations ‘very useful and formative’,
despite noting the time expenditure on setting up meetings and filling in forms,
and prior trepidation. Receiving ‘constructive feedback’ was ‘confidence-building’
and ‘a good basis for discussion and reflection’ on practice.
The advice regarding observation of teaching is that: ‘it affords you the opportunity
to improve your teaching practice in a secure environment’. In order to gain full benefit,
do peer observation with someone ‘in a completely different discipline’ and explore
the transferability of approaches; ‘ensure time is allocated for feedback’ and ‘do not
be afraid to criticise or self-criticise’ – in an appropriately sensitive way – as ‘this is
a very good method of learning and becoming better teachers’.
The global commentary on the portfolio helped to pull the learning experience
together, as it meant participants had to ‘reflect on [their] reflections’ and the
essentials of ‘what good teaching and learning is all about’. Although for some people
‘it may seem like a drag’, the exercise ultimately proved ‘very useful’ for most
participants. It was a ‘good method to audit one’s teaching practice’ and plan better
teaching strategies for the future.
Group presentation
Participants work in small groups to research a topic on assessment, culminating
in a group presentation that is peer-, tutor- and self-assessed, using criteria
devised by the presenting group.
‘I hate the thought of group work but enjoy the reality’ was a commonly expressed
sentiment. Participants identified the benefits as gaining ‘real insights’ into
‘how groups can (or can’t) work’ [sic] and into ‘the student experience of group work’.
Overall, participants consistently acknowledged the enhanced understanding of