Student Devised Assessments

The SDA offers students the chance to display their critical engagement with the themes and theories of the module and to take a considered approach as to how they might practically apply what they have learned in a medium of their choosing. 

It gives space and the opportunity to test ideas and to be creative! 

The SDA’s form is down to the student. They consider what issues and theories they want to address and then pick whatever form they feel best expresses them. The SDA can take any form they wish (a story, workshop, presentation, blog, comic, painting, video, essay, dance, website, poem, song, learning resource, collage, diary...anything!) and it displays their personal experiences of and thoughts about the module’s topics, questions, and stimuli in the best way possible. They have to clearly demonstrate and critically engage with theory and give an explanation of their choice of medium. To help with this, they write an accompanying explanation or give an accompanying presentation to their piece together with a detailed bibliography. 

IATL modules that currently use SDA for assessment are: Understanding Wellbeing, Forms of Identity, Applied Imagination, Global Connections, Genetics: Science and Society and Change: Critical Understanding, Practices and Action.

Reflective Learning Journals

Reflective Journals provide an opportunity for students to take a step back from lectures, reading and discussions and explore their own relationships with the learning within a module. A bit like a blog, students record what, for them, are the most significant ideas, thoughts and feelings from each week's course content and discussions. In addition, students are invited to reflect on why they found those things significant. Journals help students to remember and consolidate their learning while also giving them the space to critically analyse and evaluate their thoughts, feelings and responses as they evolve. The process can be about deepening questions and understandings rather than arriving at or asserting answers or arguments. Journals don’t need to be restricted to words; maps, drawings, voice notes, videos, imagined dialogues, memes, questions can all help to reflect. IATL modules that currently use Reflective Journals for assessment are Navigating PsychopathologyLink opens in a new window and Applied ImaginationLink opens in a new window

Portfolios and e-Portfolios

The Portfolio is an opportunity for students to reflect on and illustrate their learning creatively; how they have been developing and progressing through (and contributing to) the module’s interdisciplinary/transdisciplinary content; collaborating with peers from different (disciplinary) backgrounds; shaping their own learning trajectory; and cultivating skills that extend far beyond the world of academia. Portfolios can come in a range of formats. Students explore creativity and tools to help express their ideas, and receive plenty of support from module leaders and encouragement from other students. Everyone’s learning experience will be different, and each person will bring a unique position to the table that impacts how they ‘see’ and progress through the content. This is what makes the Portfolio assignment so special and interesting.

Global Connections and The Slow Movement: Interdisciplinary Adventures in Time and Pace currently use Portfolio or e-Portfolio for assessment.

Presentations and Public Events

Presentations enable students to demonstrate a deep and critical understanding of the module and their research through an interdisciplinary lens, developing many transferable skills such as communication, creativity and confidence. Modules which currently use presentations for assessment include Entrepreneurship: A Critical PerspectiveLink opens in a new window and Habitability in the Universe.

The module Public Engagement: Connecting Communities to Research is the first ever student module launched by Warwick Institute of Engagement through IATL. Public Engagement is about working with those outside academia to share research, collaborate on ideas and make knowledge accessible. Through the design, planning and delivery of their own public engagement activity students build communication, team working and project management skills, coming away with the confidence and skills to apply this learning to future research, and careers outside academia.

Dorottya Szikszay took the module in 2020-21. You can watch her video assignment at https://youtu.be/elYRpzMKioE 

Previous events have been virtual due to Covid19, but in 2022 events were held in person.