Scaffolding HE students’ "Abilities" through assessment & feedback

Jason Forrest

University of East London

This study outlines the implementation of a modern course structure, which supports undergraduates enrolled on the B. A. Fashion Marketing programme. The aim is to develop critical thinking pertinent to Fashion Business. This framework supports the constructivist theory of “Scaffolding” Wood, D. J., Bruner, J. S. and Ross, G. (1976) used throughout the curriculum. Enabling, first-year students to cultivate knowledge and intellectual abilities through formative assessment and feedback techniques, which supports the transitional phases of each academic year. The process known as fading, is used to eliminate the scaffolds. Allowing students to showcase industry-relevant life skills such as accountability, commitment and time management., This has led to difficulties that are in line with the standards for teaching and learning in higher education. Specifically, the requirements around research analysis for summative presentations. Engagement has been introduced to the course rubrics, which has seen an improvement to attendance & achievement. Providing, additional support via tutorials, guarantees the student voices is heard, allowing discussions on progression to broaden knowledge & referrals regarding well-being. There is comparatively limited literature which debates the use of scaffolding within higher education. Specific to the Gen Z demographic. Outlining, the differentiation between hard & soft scaffolds which track the learner journey, through course content. These mechanisms have been a favourable comportment to support those students transitioning from further to higher institutions. However, the challenge of fading will require further exploration in preparation for the new academic term & future cohorts.