LATT Conference Papers
Assessment is an element of Theological Education that touches upon each of the seven domains of the Higher Education Standards 2015. Papers presented at the 2021 LATT Conference Assessment in Theological Education covered the below domains
- Student Participation & Attainment (Domain 1)
- Learning Environment (Domain 2)
- Student Participation & Attainment & Learning Environment (Domain 1 & 2)
- Teaching & Learning (Domain 3)
- Institutional Quality Assurance (Domain 5)
The presentations, including plenary sessions by Prof Royce Sadler and Dr Andrew Shead, are available for viewing at a nominal cost per video. SUBMIT A RENT REQUEST FORM or contact SCD at email@example.com if you want to rent any of the videos either for personal viewing or as a group.
Dr Andrew Shead
The paper discusses obstacles to effective assessment; building the graduate through learning tasks; learning responsibility of the learning community; and expanding the learning community.
Dr Andrew Shead
“...basic knowledge & understanding concerns God’s revelation in Scripture, the basic skill must be that of a good pastor able to assist others in their knowledge of God...”
Prof Royce Sadler
The focus of this presentation is the question, what do you want students in your course unit to achieve?
Prof Royce Sadler
The paper looks at what ‘attribute’ of the student are assessors trying to mark? Achievement? Effort?
Dr Andrew Stewart
The aim of this paper is to set out a series of aims and methods for providing constructive critical feedback, via a marking rubric, which is part of the teaching and learning process.
Dr John Collins
The presentation is to examine insights from the training programs for Social Workers that may be of use for a rethinking of the assessment profile for SCD Supervised Ministry units.
Dr Rob Fringer & Dr Dean Smith
The paper introduces the NTC chart and guidelines used to address the shift in the student body through a re-evaluation of student assessment tasks.
Dr Simon Gillham and Ms Tara Stenhouse
The case study is drawn from recent practice in Moore College’s Ministry and Mission 3 course.
Domain 1 & 2
Dr Yvette Debergue
The learning activity engages students in the creation and construction of their own learning through reflecting and changing their understanding of the ways history is still relevant today.
Dr David Wright
The paper argues that best-practice assessment should begin as part of the process of a potential student applying to study.
Mrs Kirsten Bucknell
The presentation provides an introduction to the Systematic Self-Reflection (SSR) model of resilience strengthening.
Dr Bruce Allder
The paper seeks to reflect on the application of the Emmaus Model (Allder & Ackerman 2019) in ministry preparation conducted through NTC.
Assoc Prof Peter Bolt
After exploring the biblical portrayal of divine impartiality & its implications for human life, the paper seeks to align this resource with marking best practice.
Dr Andrew Spalding
The paper argues that traditional assessments used in online learning do not meaningfully promote or record the process of spiritual formation.
Assoc Prof Peter Laughlin
This paper explores the concept of transformative assessment ‘on the way’.
Prof James Dalziel
The paper reflects on the challenges for assessment in theological education, particularly for SF units, including concerns about the gap between the heart & actions.
Dr Neil Holm
The paper explores the idea that creative approaches to assessment are both theologically sound and intrinsically motivating to students and lecturers.
Ms Edwina Blair
The paper reports the findings of a critical review of curriculum design and pedagogical principles at ACOM.
Dr Peter Carblis
The paper is built upon five premises relating to the promise of the New Covenant as declared in Hebrews 8: 10.
Dr Louise Gosbell
The paper will outline the aims and methodology of UDL and consider its application for HEd in general, and more specifically, to the area of Christian higher education.
Ms Emily Southwell
The paper discusses the need to build research skills so that students can effectively learn without being swept away by the seemingly endless data of the Information Age.
Dr Peter Mudge
The paper employs metaphors to argue that some aspects of SF can be assessed formally and informally, while others are more elusive and require a different modus operandi.
Dr Paul Yeates
The presentation approaches the quality of assessment from three perspectives: policy, teaching practice, and student experience.
Ms Edwina Blair
The paper outlines the three phase process that ACOM developed to improve their appraisal and action on all student feedback
Dr Paul McGavin and Mr Thomas Hunter
Teaching and Learning Theology must also engage the recognition and practicum skills necessary for transitioning/cultural-engagement competencies.
Ms Michelle Lee
The paper speaks on the importance of academic & research integrity (Higher Education Standard 5.2) in the assessment process to Christian formation, resilience, and well-being.
Dr Perry Shaw
The presentation discusses the challenges of SCEs and will guide the development of a Student Reciprocal Evaluation process.