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Academic Practice

This page provides key information for all staff working in academic roles.

Academic Handbook

This Academic Handbook is the University's compendium of academic policies and procedures. The Handbook seeks wherever possible to present constituent documents in a standard format, including: purpose; principles; regulation; procedure; guidance; and glossaries, flowcharts and review dates as appropriate.

View the Academic Handbook on the Governance Services Unit website here.

Key Information for Staff Involved in Module and Programme Delivery

This document is to signpost members of staff to key information and processes which relate to programme and module delivery, assessment and review. This guide is intended as a quick reference document and should be read in conjunction with the Regulations, policies and procedures which are referenced throughout.

Threshold expectations for teaching practice at University of Salford

This short document outlines the threshold expectations of practice required of staff teaching at UG and PG levels at the University of Salford.

View the Threshold expectations for teaching practice at Salford.

Teaching Quality

Key texts which we highly recommend all academic staff are familiar with are:

Reflective Practice and Professional Standards

It is expected that academics at the University of Salford are aware of their practice and wish to develop through relfection and adhreance to sector wide professional standards.

Recommended Texts on Reflection

There are many models of reflective practice. For those reflecting on their academic practice, we highly recommend the following texts to support you in your reflection.

  • Brookfield, S. (1995) Becoming a critically reflective teacher
  • Schön, D. (1959) The reflective practitioner

UKPSF

The Uk Professional Standards Framework is a comprehensive set of professional standards and guidelines for everyone involved in teaching and supporting learning in HE, it can be applied to personal development programmes at individual or institutional level to improve teaching quality. We recommend all staff apply for the appropriate level of fellowship of the Higher Education Academy, an award demonstrating relevant adherance to the UKPSF. To find out more, see our UKPSF page.

Your Role

Your role as an academic at the University of Salford will likely involve a range of practice across the design, delivery and assessment of your students learning. The information below is intended to highlight University recommended practice as well as signposting key policies nd guideance from across the University relating your teaching practice.

In the Classroom

 Center for Teaching Vanderbilt University - Teaching Assistant Orientation (TAO) 2011 - CC BY-NC 2.0

We highly recommend, and regularly use in our development sessions, the JISC Viewpoints Learner Engagement toolkit.

Designing Resources

Jorum: find resources

JISC Digital Media: Using Video in Teaching and Learning

Learner Engagement

You may be interested in the follow resources:

Classroom Management

Inclusive Teaching

Observation of Teaching

Blended Learning

The University of Salford encourages blended learning across all teaching at all levels. Blended learning is often thought of in 6 models and the selection of the correct model must take into account the student group, level of student, and subject area.

Beyond the Classroom

Inverted Teaching

Online Teaching

Richard Baker: MSC

JISC Digital Medial: Webinars in Education

Formative Assessment

Formative assessment is the formal or informal proceedure of assessing a students understanding during the learning journey to inform and modify teaching and learning activities. The following guideance and signposted documents and policies have been broken down into the key activities you as an academic will engage with when formatively assessing students.

You may also be interested in the JISC Viewpoints Assessment and Feedback toolkit which considers assessment and feedback from the perspective of engaging students.

Self Assessment

Peer Assessment

Summative AssessmentCC BY 2.0 (Flickr: Alberto G - Exam )

Summative assessment is the process by which we evaluate student learning and academic achievement at the conclusion of a defined period — typically at the end of a project or module. The following guideance and signposted documents and policies have been broken down into the key activities you as an academic will engage with when summatively assessing students.

You may also be interested in the JISC Viewpoints Assessment and Feedback toolkit which considers assessment and feedback from the perspective of engaging students.

Formative

The Glossary of Education Reform: Summative Assessment

HEA: Formative Assessment Publications

Assessment and Learning: differences and relationships
between formative and summative assessment.

Feedback and Feedforward

Informing your Teaching

Summative

The Glossary of Education Reform: Summative Assessment

Design

Brief

Submission

Marking

Feedback

Feedback is a key stage of any assessment proccess, and is fundamental to ensure that assessment is for rather than of learning.

For further information on types of feedback and technologies to support feedback, please see the feedback tab.

HEA: Feedback Toolkit

HEA: Using Rubrics to Improve Marking Reliability and to Clarify Good Performance

JISC: Audio Feedback

 

 

Feedback

Verbal Feedback

Written Feedback

Inclusive Feedback

Advice and Development

The following information is intended to provide an overview of key information and support available relating to common assessment and feedback activities at the University of Salford. Should you require more detailed advice or information, please contact an academic developer in the QEO team.