TTP School of Chemistry: improving the student experience of assessment and feedback
April 23, 2015
In recognition of the complex and multifaceted nature of the student experience of assessment, the project comprises a range of areas of activity. The primary focus is on enhancing student and staff assessment literacy. Staff assessment literacy is of paramount importance in order to achieve consistency in the application of good practices across the school. …
WebPA: Peer-Assessed Group Work in the Faculty of Engineering
December 17, 2014
WebPA is an online, automated tool that facilitates peer-moderated marking of group work Students mark their fellow group members’ performance and this mark is combined with the teacher’s mark to give an overall score WebPA helps avoid the problems associated with imbalanced contributions to group work, making the process more fair Sean Moran, Faculty of …
Peer assessment in large groups – Dr Susan Anderson (Graduate Entry Medicine)
November 11, 2014
Video >> Dr Susan Anderson (Graduate Entry Medicine) presents an example of the use of peer assessment with large groups (n=90) in Medical Education. Susan uses peer assessment in the context of formative assessment as a means of providing immediate feedback to students. She presents some exploratory data on the accuracy of students’ judgements. This …
Peer Assessment In Large Groups – Dr Kay Bond (Faculty of Engineering)
Video >> Dr Kay Bond (Faculty of Engineering) presents two distinct examples of peer assessment in a summative context and with large groups. Kay uses peer assessment and guides students through the marking criteria (n=260, Year 1). In Year 3, she organises independent peer assessment of video presentations (n=160). This presentation was given at a …
LEAF: a closer look at assessment
December 6, 2013
Assessment is a strong driver of student motivation – that’s clear from the common experience of gaining instant attention when you mention “the exam” in a lecture, and it’s a common theme in the literature around learning in higher education. What we assess gives a strong message about what we value and how we expect …
The School of English report on TESTA Audit
November 27, 2013
Jo Robinson and Nathan Waddell: “As part of our ongoing commitment to improving feedback and assessment practices, the School of English bid for funding from the 2012/13 Teaching Development Fund in order to carry out an audit of its assessment structures with a view to reshaping our practice. The audit was undertaken using the TESTA …
Curriculum Review conference: the Mumford method
May 23, 2013
Dr Jing Zhang: “The presentation of Professor Stephen Mumford was fantastic. He introduced a new method – Mumford Method – in academic writing and how it could be used in research, teaching and particularly assessment. “For many modules in the Social Sciences, students are assessed by essays or essay based exams. However, some students are …
Curriculum review conference
May 17, 2013
Dr Anna Betram: “Kay Bond discussed her curriculum review project for Faculty of Engineering courses. The learning outcomes for each course and module were established by considering the requirements of the governing bodies and following input from module convenors. In conjunction with the Medical School and Information Services software was developed to map learning outcomes …
Enhancing student presentation skills
June 13, 2012
Dr Karen Kilby: “The Department of Theology and Religious Studies identified a need to help UG students build their confidence and gain experience in making presentations. “In order to achieve these aims it set out to develop a 10 credit presentation module as part of its second year curriculum. The purpose of the module is …
Clarifying assessment criteria and setting expectations
November 24, 2009
Video >> Azi Etire: “I think in Nigeria the years of your performance are equally weighted, every year so, for example, if you are doing a 4 year course each year weighs 25% “but here it progresses, the weighting and so the weight of my first year is less that that of my second year …
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