Sheila Amici-DarganUniversity of Bristol | UB · School of Biological Sciences
Sheila Amici-Dargan
PhD
About
9
Publications
24
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Citations since 2017
Introduction
RESEARCH INTERESTS:
Developing effective and sustainable student-led ‘communities of practice’ within, across and beyond Higher Education Institutions; Use of Web 2.0 collaborative technologies in learning and teaching; Student-led collaborative and social learning beyond the classroom; Working with students as 'co-researchers' and ‘co-designers’ in curriculum development; Innovative approaches to assessment and feedback; Physiology and Neurobiology.
Publications
Publications (9)
Assessment and feedback are common sources of student dissatisfaction within higher education, and employers have shown dissatisfaction with graduates’ communication skills. Authentic assessment, containing ‘real-world’ context and student collaboration, provides a means to address both issues simultaneously. We discuss how we used authentic assess...
Many scientists would like to be playing a more active role in ‘Science in Society’ activities but simply don't have the time, motivation or resources to do it. This article addresses the need for public engagement, highlights problems faced by academics in communicating their work and puts forward some potential solutions.
Although it is relatively easy to get primary school pupils excited about science, extracting a comparable level of enthusiasm from secondary school students is much more challenging. Over the past 15 years, the number of pupils sufficiently qualified to enter science A-levels has almost tripled, but unfortunately this has not been mirrored in the...
Network
Projects
Projects (2)
This project utilises assessment to promote students' self-regulatory skills
Key focus on supporting educators in working with students to develop their self-regulatory skills.
Cross-institutional project working with European partners
Key resource on Self- Regulation and how to apply to developing assessment practice in higher education
EAT is a 3-year Erasmus Plus project (2020-2023) that aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed inclusive participatory assessment framework.
The EAT project aims to support educators in developing and implementing high quality, innovative assessment practices by use of a research-informed participatory assessment framework (EAT; Evans, 2016). The project addresses a significant higher education (HE) need to substantially enhance the quality of assessment practices. EAT emphasises Equity, Agency and Transparency in assessment. It seeks to tackle issues of central importance to universities world-wide, ensuring that assessment is fit for purpose in promoting the knowledge, skills and understanding that graduates need to thrive in the 4th industrial revolution, and that assessment design provides equal opportunities for all students to excel.
EAT will be used to inform the enhancement of assessment practices, working collaboratively to improve provision for learners. Drawing on the inclusive principles of EAT, we will address the research-practice gap in assessment, to promote transformative change in assessment across the sector.
The aim of the EAT Project is to significantly enhance assessment practices at all partner institutions. The intention is to integrate self-regulatory frameworks into the holistic course design, which is unique to Higher Education Assessment Practices. To achieve these aims, EAT’s core objectives are to:
1. Support the development of students’ self-regulatory assessment skills through focusing on enhancing the quality of training to support academic and professional services staffs’ development of assessment practices within HE.
2. Support the implementation of an integrative approach to assessment using the EAT framework (EAT) to enhance student and educator agency and success with assessment.
3. Develop training approaches (courses and materials) to support understanding and implementation of integrative assessment.
4. Establish an assessment standards framework to raise standards of assessment practice within and across institutions with potential for scaling up across the higher education sector.
5. Develop an assessment recognition scheme to acknowledge and reward competency in assessment.
