This is a PDF printable booklet of the Viewpoints course-level theme cards, for use in Viewpoints curriculum design workshops at course level. When printing these, print two to a page and double-sided and then cut out cards to size.

1.  Good teaching and learning practice should foster better:
Assessment and Skills
Information Feedback
Havingassessment and feedback design should help empower and
Good good information skills means that learners recognise when
information is needed,provide opportunitiesto locate, evaluate, and
engage learners and and have the ability for feedback dialogue
(peer and/or teacher-learner).
use the relevant information effectively in their studies.
These cards aim to to help staff redesign their formativeskills strategy, think
These cards aim help staff consider their information assessment and
feedback practice in innovative ways that will allow learners to develop the
about how the information skills load is spread throughout the course,
ability to self-regulate their own learning and therefore improve
and help learners the quality ofnecessary information skills for their studies.
develop the their learning experience.
Adapted from the SCONUL Seven of good formative assessment and feedback
REAP principles Pillars Model of Information Literacy Version 1.0

2. 
 Good teaching and learning practice should foster better:
Good teaching and learning practice should foster:
Creativity
Assessment and Skills
Information Feedback
in the curriculum
Havingassessment curriculum is the ability to seehelp empower and
Good good information skills means that learners recognise when
Creativity in the
and feedback design should
things in a new
information is needed,provide opportunitiesto locate, evaluate, and
engage learners and and have the ability for feedback dialogue
way, seeking solutions to issues and challenges with an
(peer and/or teacher-learner).
use the relevant information effectively in their studies.
innovative, novel approach.
These cards aim to to help staff redesign their formativeskills strategy, think
These cards aim help staff consider their information assessment and
feedback practice in innovative ways that will allow learners to develop the
These cards identify creative and innovative practice within highercourse,
about how the information skills load is spread throughout the education
ability to self-regulate their own learning and therefore improve
and help learnersdevelopment necessary information skills for their studies.
and promote the develop the of student creativity within subject curricula.
the quality of their learning experience.
Adapted from the SCONUL Seven of good formative assessment and feedback
Ulster’s Centre for Higher Education Information Literacy the Curriculum’ Group
REAP principles Pillars Model of Practice ‘Creativity in Version 1.0

3. Ranking:
Assessment and
Information SkillsFeedback
Clarify good performance
To encourage good information literacy, help students to: Your ideas:
Your ideas:
Encourage time and effort on task
Define the task and understand the topic
Deliver high quality feedback
Identify appropriate resources
Provide opportunities to act on feedback
Search effectively
Encourage interaction and dialogue
Find and extract information
Develop self-assessment and reflection
Compare and analyse information
Give assessment choice
Organise and share information ethically
Encourage positive motivational beliefs
Interpret information and create new content
Inform and shape your teaching
http://viewpoints.ulster.ac.uk Version 1.0

4. Ranking:
Creativity (Teaching and Learning)
Assessment and
Information SkillsFeedback
Enquiry-based learning
Clarify good performance
To encourage good information literacy, help students to: YourYour ideas:
ideas: ideas:
Your
‘Open-box’ time and
Encourage modules effort on task
Define the task and understand the topic
Negotiation
Deliver high quality feedback
Identify appropriate resources
‘Real-life’ learning situations
Provide opportunities to act on feedback
Search effectively
Novel approaches to tasks
Encourage interaction and dialogue
Find and extract information
Assessment that focuses and reflection
Develop self-assessment on process
Compare and analyse information
Use assessment
Giveof debates choice
Organise and share information ethically
Beyond the discipline
Encourage positive motivational beliefs
Interpret information and create new content
Collaborative learning
Inform and shape your teaching
http://viewpoints.ulster.ac.uk Version 1.0

6. 

7. Ranking:
Information Skills
To encourage good information literacy, help students to: Your ideas:
Define the task and understand the topic
Identify appropriate resources
Search effectively
Find and extract information
Compare and analyse information
Organise and share information ethically
Interpret information and create new content
http://viewpoints.ulster.ac.uk Version 1.0