Abstract

Learner approaches in biomedical science often focus on acquiring knowledge and concepts. We introduced an assessment approach that encourages students as participants in the community of biomedical scientists. In an Honours level module we offered students the option of being present with the lecturer when their work was marked, and receiving immediate verbal feedback ("face-to-face marking"). The questionnaire used for evaluating the initiative was co-developed with students. Feedback from participating students (n=88, 52%) was overwhelmingly positive, and all recommended the experience to others as worthwhile. In particular, the marking environment provided a social space in which discussions of professional identity could emerge; and students highlighted the potential impact on their professional development. We suggest that this assessment strategy, in addition to evaluating the student's "doing" according to the norms of the discipline, can be used as a space of influence to encourage the student's "being" in the discipline.
Original languageEnglish
Publication statusPublished - Dec 2016
EventSHRE International Conference on Research into Higher Education: Exploring Freedom and Control in global higher education - Celtic Manor, Newport, United Kingdom
Duration: 7 Dec 20169 Dec 2016
https://www.srhe.ac.uk/conference2016/

Conference

ConferenceSHRE International Conference on Research into Higher Education
CountryUnited Kingdom
CityNewport
Period7/12/169/12/16
Internet address

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science
student
social space
honor
university teacher
questionnaire
community
experience

Cite this

Lewitt, M., & Boyd, G. (2016). Developing professional identity in biomedical science: Face-to-face marking of an assignment as a “space of influence”. Paper presented at SHRE International Conference on Research into Higher Education, Newport, United Kingdom.
Lewitt, Moira ; Boyd, Gary. / Developing professional identity in biomedical science : Face-to-face marking of an assignment as a “space of influence”. Paper presented at SHRE International Conference on Research into Higher Education, Newport, United Kingdom.
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abstract = "Learner approaches in biomedical science often focus on acquiring knowledge and concepts. We introduced an assessment approach that encourages students as participants in the community of biomedical scientists. In an Honours level module we offered students the option of being present with the lecturer when their work was marked, and receiving immediate verbal feedback ({"}face-to-face marking{"}). The questionnaire used for evaluating the initiative was co-developed with students. Feedback from participating students (n=88, 52{\%}) was overwhelmingly positive, and all recommended the experience to others as worthwhile. In particular, the marking environment provided a social space in which discussions of professional identity could emerge; and students highlighted the potential impact on their professional development. We suggest that this assessment strategy, in addition to evaluating the student's {"}doing{"} according to the norms of the discipline, can be used as a space of influence to encourage the student's {"}being{"} in the discipline.",
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Lewitt, M & Boyd, G 2016, 'Developing professional identity in biomedical science: Face-to-face marking of an assignment as a “space of influence”' Paper presented at SHRE International Conference on Research into Higher Education, Newport, United Kingdom, 7/12/16 - 9/12/16, .

Developing professional identity in biomedical science : Face-to-face marking of an assignment as a “space of influence”. / Lewitt, Moira; Boyd, Gary.

2016. Paper presented at SHRE International Conference on Research into Higher Education, Newport, United Kingdom.

Research output: Contribution to conferencePaper

TY - CONF

T1 - Developing professional identity in biomedical science

T2 - Face-to-face marking of an assignment as a “space of influence”

AU - Lewitt, Moira

AU - Boyd, Gary

PY - 2016/12

Y1 - 2016/12

N2 - Learner approaches in biomedical science often focus on acquiring knowledge and concepts. We introduced an assessment approach that encourages students as participants in the community of biomedical scientists. In an Honours level module we offered students the option of being present with the lecturer when their work was marked, and receiving immediate verbal feedback ("face-to-face marking"). The questionnaire used for evaluating the initiative was co-developed with students. Feedback from participating students (n=88, 52%) was overwhelmingly positive, and all recommended the experience to others as worthwhile. In particular, the marking environment provided a social space in which discussions of professional identity could emerge; and students highlighted the potential impact on their professional development. We suggest that this assessment strategy, in addition to evaluating the student's "doing" according to the norms of the discipline, can be used as a space of influence to encourage the student's "being" in the discipline.

AB - Learner approaches in biomedical science often focus on acquiring knowledge and concepts. We introduced an assessment approach that encourages students as participants in the community of biomedical scientists. In an Honours level module we offered students the option of being present with the lecturer when their work was marked, and receiving immediate verbal feedback ("face-to-face marking"). The questionnaire used for evaluating the initiative was co-developed with students. Feedback from participating students (n=88, 52%) was overwhelmingly positive, and all recommended the experience to others as worthwhile. In particular, the marking environment provided a social space in which discussions of professional identity could emerge; and students highlighted the potential impact on their professional development. We suggest that this assessment strategy, in addition to evaluating the student's "doing" according to the norms of the discipline, can be used as a space of influence to encourage the student's "being" in the discipline.

M3 - Paper

ER -

Lewitt M, Boyd G. Developing professional identity in biomedical science: Face-to-face marking of an assignment as a “space of influence”. 2016. Paper presented at SHRE International Conference on Research into Higher Education, Newport, United Kingdom.