Using Evidence for Enhancement

Since October, STEER colleagues have been designing and delivering a series of webinars commissioned for QAA Scotland.  These sessions aimed to discuss the current Enhancement Theme which debates the use of ‘evidence for enhancement’.  The national programme of Enhancement Themes, led by the Scottish Higher Education Enhancement Committee (SHEEC) and managed by QAA Scotland, aims to improve…

The who, where, what, and when of WP Evaluation

A recent event at the University of Sheffield, facilitated by the Office for Fair Access, asked the question ‘Why Evaluate‘ Widening Participation (WP) activity and, unsurprisingly, generated as many questions as answers. A range of panel discussions, key notes, and workshops attempted to address some of the challenges facing higher education in relation to evidencing…

New publication analysing written feedback to undergraduate students

Research exploring the construction of written feedback has been published today in the Practitioner Research in Higher Education journal.  “Balancing academic gatekeeping and interpersonal positioning: A qualitative analysis of written feedback to undergraduate students” by Liz Austen (STEER), documents an analysis of 136 pieces of written feedback on summative student assessments.   Evidence of linguistic variations in written feedback are…

How can STEER help you?

The final workshop at our Not Just Numbers event on 6th July 2016 asked participants to reflect on the content of previous sessions. Timelines were distributed to facilitate discussions, and groups were asked to annotate them with any activities they would like to see developed by STEER. The approximate survey windows for the large institutional…