3 April 2019
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
assessment, BMus, Chris Wiley, Christopher Wiley, conference, discussion forum, education, educational research, Higher Education, learning, Music, Music Project, musical theatre, panel discussion, presentation, student-staff partnerships, students as partners, Surrey, Surrey ExciTeS, teaching, teaching innovation, University, University of Surrey, Wiley
Dr Christopher Wiley facilitated a student discussion panel at the University of Surrey’s sixth annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 3 April 2019, on the subject of student-staff partnerships.
The forum, entitled ‘Giving music students ownership of their learning’, discussed the Music Project module that had taken place during the previous semester on the theme of musical theatre, and the wide range of activities that students undertook in their assessments, from performances to compositions to organizational roles.
The panel of undergraduate Music students – Diana Nemyrovska, Katy Jackson, Heather Neele, and Edward Bellett-Travers (pictured, l-r) – answered questions from academics and learning support staff from across the University.
Dr Wiley has delivered sessions at Surrey ExciTeS events in 2018, 2017, 2016, 2015, and 2014, including a previous student discussion panel in 2017.
4 January 2017
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
assessment, Chris Wiley, Christopher Wiley, conference, discussion forum, education, Higher Education, musical theatre, online, panel discussion, presentation, Surrey, Surrey ExciTeS, teaching, teaching innovation, technology enhanced learning, University, University of Surrey, virtual learning environment, VLE, Wiley
Dr Christopher Wiley organized a student discussion panel at the University of Surrey’s fourth annual Surrey ExciTeS (Excellence in Teaching Symposium) on Wednesday 4 January 2017.
Entitled ‘Exploring the potential benefits of online discussion forums in enabling students to become agents of research-led teaching’, the session focused on Dr Wiley’s use of a student-led online discussion forum in his final-year undergraduate module on musical theatre.
The panel of Music students and recent graduates, comprising Karen Taylor, Octavius Longcroft-Wheaton, and Jadene Doak (pictured, l-r), addressed questions from academics drawn from across the University.
Dr Wiley has led sessions at all three of the previous Surrey ExciTeS events in 2014, 2015, and 2016.
The full programme for 2017 symposium (including abstracts) is available here: http://www.surrey.ac.uk/dhe/surrey_excites/Surrey%20ExciTes%202017%20Programme.pdf
15 September 2014
Christopher Wiley
Academic Management, Conference, Educational Research, Presentation, Teaching
arts education, assessment, Chris Wiley, Christopher Wiley, conference, education, educational research, feedback, Higher Education, inspirational teaching, learning, School of Arts, student roundtable, Surrey, symposium, teaching, University, University of Surrey, Wiley
Dr Christopher Wiley convened a second one-day Learning and Teaching Symposium for academic staff across the School of Arts at the University of Surrey on 15 September 2014, as a follow-up to a related event that had taken place in January.
Themed around ‘Inspirational Teaching: Sharing Practice’, the event included two sessions by invited speakers and two discussion workshops facilitated by Dr Wiley (one on sharing good practices in teaching, the other continuing previous conversations on assessment and feedback), as well as a roundtable comprising three current students who presented their views on inspirational teaching.
The Symposium was attended by over 30 full-time and Associate staff ranging from long-standing lecturers to those who had only started work at the University that day, and representing a wide variety of different arts disciplines.
9 June 2014
Christopher Wiley
Educational Research, Publication, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, International Conference on Learning, learning, London, Publication, research, Surrey, teaching, The International Journal of Assessment and Evaluation, University, University of Surrey, Wiley
Dr Christopher Wiley‘s article ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’ has been published in the May 2014 issue of The International Journal of Assessment and Evaluation.
Based on educational research conducted during his time at City University London, Dr Wiley’s article represents the published version of his paper delivered at the Nineteenth International Conference on Learning, Institute of Education, London on 16 August 2012 (see here for details).
Drawing on a series of interviews and consultations, the article reviews students’ understanding of the vocabulary of assessment and feedback in order to establish the extent to which it aligns with the sense intended by academic institutions in using this terminology. Dr Wiley identifies a series of recommendations for future enhancements to assessment and feedback practices to relieve the present disjunctures between university staff and students.
The journal issue may be viewed here: http://ijlae.cgpublisher.com/product/pub.251/prod.42
The link from which to order to article is as follows: http://ijlae.cgpublisher.com/product/pub.251/prod.43
Bibliographic citation
Wiley, Christopher. ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’, The International Journal of Assessment and Evaluation, Vol. 20, No. 3 (May 2014), pp. 1–11.
Full text
The full text of the article is available for free download via City Research Online: http://openaccess.city.ac.uk/3235/
16 January 2014
Christopher Wiley
Academic Management, Conference, Educational Research, Presentation, Teaching
arts education, assessment, assessment practice, Chris Wiley, Christopher Wiley, conference, education, educational research, feedback, Higher Education, learning, School of Arts, Surrey, symposium, teaching, University, University of Surrey, Wiley
Dr Christopher Wiley convened a one-day Learning and Teaching Symposium, themed around ‘Enhancing Assessment and Feedback’, for academic staff across the School of Arts at the University of Surrey on 16 January 2014.
The event comprised three sessions by invited speakers, poster presentations, and two discussion workshops facilitated by Dr Wiley, one focussing on Grade Descriptors and the other on reviewing current Feedback practices in the School (pictured). Also included as part of the Symposium was a dedicated session for Associate Tutors on Assessment and Feedback, again led by Dr Wiley.
The Symposium was attended by over thirty academics and several teaching-related staff from across the School of Arts (Music, Sound Recording, Dance, Film, Theatre, and the Guildford School of Acting) as well as e-Learning and Library & Learning Support Services.
16 August 2012
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, International Conference on Learning, learning, London, presentation, research, teaching, The Institute of Education, University, University of London, Wiley
Dr Christopher Wiley presented his paper ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at a Single UK Higher Education Institution’ at the Nineteenth International Conference on Learning, Institute of Education, University of London on 16 August 2012.
Dr Wiley’s paper, which discussed the changing context of Higher Education in the UK and its implications for assessment and feedback, fell on the same day that students across the country received their A-level results and found out whether they had been accepted to their chosen university degree course.
Presenting some of the findings of interviews conducted with students across City University London in the past academic year (previously discussed here), Dr Wiley questioned many aspects of current assessment and feedback processes, enriching his talk with reference to innovations implemented this year in his own academic practice.
The Nineteenth International Conference on Learning welcomed some 600 delegates from 40 countries across three days.
13 June 2012
Christopher Wiley
Conference, Educational Research, Presentation, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, conference, education, feedback, Higher Education, Learning at City, London, Music, research, teaching, University, Wiley
Dr Christopher Wiley presented a paper on assessment and feedback at City University London’s Fourth Annual ‘Learning at City’ Conference on Wednesday 13 June 2012.
Entitled ‘Divided by a Common Language? Evaluating Students’ Understanding of the Vocabulary of Assessment and Feedback at City University London’, Dr Wiley’s paper asked whether certain key terms used routinely in assessment and feedback practice might hold a subtly different meaning for students than for staff, presenting evidence from a series of consultations with students from across the University.
A video of Dr Wiley’s presentation may be viewed from YouTube here. The full programme is available here.
1 February 2012
Christopher Wiley
Educational Research, Presentation, Prizes & Awards, Teaching
assessment, assessment practice, Chris Wiley, Christopher Wiley, City, City University London, debate, education, Higher Education, LDC, learning, Learning Development Centre, London, Nigel Duncan, teaching, University, Wiley
Dr Christopher Wiley was chosen as one of two guest speakers to participate in the first in a series of cross-institutional debates on matters of teaching and learning at City University London (see review here).
Hosted by the University’s Learning Development Centre and attended by an audience of around 60 staff and students from the University, the inaugural debate considered the provocative motion ‘Assessment Practice in Higher Education relies largely on a limited range of methods that are not always fit for purpose‘.
Supporting the motion was Professor Nigel Duncan (City Law School), the University’s academic lead for assessment and a distinguished law lecturer. Co-chairing the event were Patrick Baughan and Neal Sumner, both Senior Lecturers in the Learning Development Centre.
Both Professor Duncan and Dr Wiley were given an initial 10 minutes to address the audience followed by brief opportunity for rebuttal of one another’s arguments, before discussion was opened up to the floor.
In the final vote, the debate motion was supported by 70%-30%. Nonetheless, Dr Wiley was congratulated not only for having admirably risen to the challenging task of opposing such a motion but for having evidently swayed a significant minority with the persuasiveness of his arguments.
The debate opened the annual Learning Development Centre Showcase event, which this year was on the subject of ‘Student Engagement’, and at which Dr Wiley was also awarded a Best Learning Spaces Design prize for his design of a hypothetical lecture room layout.
DR CHRISTOPHER WILEY 