Learning academic writing and skills of argument
November 24, 2009
Video >> Iain Coyne: “Our good students really get the element of discussion and critical debate and argument into their essays and coursework, you can clearly see that they’ve thought about it. And I think that most of our criteria that we mark and assess, that one distinguishes the excellent from the less good students, …
Clarifying assessment criteria and setting expectations
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 …
Recording feedback as a podcast and uploading it to WebCT
October 16, 2009
Video >> Interviewer: “How long will the podcast be?” Sarah Westwater-Wood: “In general they’re four to five minutes. I find that technically WebCT supports that really well and it’s a bitesize for students so they can take it shape their revision with it and it’s not a lecture the podcast is not being used to …
Assessing the learning impact of electronic revision aids
July 28, 2009
Derek Irvine, Deborah Kays, Darren Walsh: Background: “Traditionally, weekly small group tutorial/example classes are used within the School of Chemistry / Faculty of Engineering (Chemical Engineering) to enhance student understanding of material delivered during lectures. By relating exam performance to tutorial attendance, both departments recognize that these sessions are highly beneficial to students’ learning. The …
Giving feedback on practical sessions via a podcast
June 10, 2009
Video >> Sarah Westwater-Wood: “In the Therapeutics Studies module I teach three groups the same thing every week and they’re two hour long lectures and it’s quite intensive delivery of manual skills and underpinning knowledge. When I finish the week’s practical sessions I realise that there are common things that I want to feed back …
Brenda Smith on assessment and feedback
May 20, 2009
Video >> Brenda Smith: “In terms of the aims for the session, I really have three, and that’s to emphasise assessment for learning rather than of learning. “The second aim is really to engage the active engagement of students in the whole process of assessment and feedback, and that’s from the sort of the very …
Chris Rust on assessment and feedback
April 11, 2009
Video >> Chris Rust: “You don’t need to go to the literature and spend much time to find how important assessment is considered regarding learning and teaching in higher education. It probably took me five minutes to find these quotes, and there are many more saying the same thing. It is at the centre of …
Objective Structured Clinical Examinations OSCE – reasonable adjustments for students with disabilities within the Division of Nursing
January 29, 2009
Sally-Ann Bradley, Lorraine Roberts and Nicki Walsh: Background and significance: “Since the Special Educational Needs and Disability Act (2001) was added as an amendment to the Disability Discrimination Act (1995), it has been unlawful for any educational institution to treat a disabled person ‘less favourably’ for a reason related to their disability. Educational institutions are …
Trigger exams: assessing decision making
April 14, 2008
Video >> Paul Crawford: “And we have innovative assessments, such as the DVD trigger examination, which I introduced with colleagues a year ago, and is evaluated really well. “If we’re going to assess students on their health communication, that’s not easy to do. You can’t really do that very easily within a school setting. So …
Feedback on exams: written sheets in History
June 26, 2007
Video >> Kate: “One of the aspects about feedback which is being discussed quite widely at the moment is making the most of all the opportunities we’ve had. For example, when the students have sat written exams…” Nick Thomas: “Yes.” Kate: “What’s the view of the history department on feedback on exams?” Nick: “Yes, this …
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