Monday, July 8, 2024

8:30 AM - 12:00 PM

Room 310, Flinders University City Campus, Festival Plaza

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Overview

Room 310 - Level 3

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Details

Facilitators Dr Matthew Tyne, The University of Sydney Dr Amy B McHugh, The University of Sydney (Maximum participants 24) Aim Participants practice using a draft framework for practicing culturally competent marking. Focus Share framework and guide participants through using it; explore possible applications of the framework across disciplines; and engage educators in a discussion on changes/updates to the framework for use in other contexts. Overview This workshop is for anyone who creates and/or marks student assignments, especially where there are multiple markers. Evidence exists to support anonymous marking of assignments in higher education (Malouff et al., 2014). However, in subjects where students are asked to critically reflect on their own cultures, identities, and experiences, personal information will likely be disclosed. Therefore, how can educators ensure their biases are having the least amount of impact on a students’ mark? How can educators be certain that students are receiving a ‘fair’ mark when there are multiple assessors for a unit? A feature of developing cultural competence is to develop skills of critical reflexivity (Walker et al., 2014) where we consider our assumptions, values and beliefs about cultural differences educators have and to think about how their positioning, worldview and socialisation has shaped their assumptions and beliefs. The Culturally Competent Marking Framework (CCMF) invites educators/markers to explore their own socialisation and positionality, and how those impact the ways in which they mark. Workshop plan - Begins with an introduction to the research that led to the creation of the Culturally Competent Marking Framework (CCMF) (30 minutes). - Participants will be introduced to the concepts of worldview, socialisation and positionality. Facilitators guide participants through activities to help participants better understand their own assumptions, values and beliefs and gain insights into how they impact their educational practice. The practice of critical self-reflection (Fook and Gardner 2007) will be used (60 minutes). - Participants individually mark three student essays (or other short assignments) using a rubric. (30 minutes) - In small groups, participants discuss why and how they marked the three students’ assignments.(30 minutes) - Whole group debrief about this process and engage in a discussion about the usefulness of the proposed CCMF. (30 minutes)