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Assessment and feedback 2018-08-10T10:45:56+00:00
Panopto for student assessment

Miriam Dwek from the University of Westminster’s College of Liberal Arts and Sciences (LAS) talks about how the assessment on her module has been transformed from a lengthy essay, to a number of videos the students make, using Panopto, on various topics to do with the module topic, enabling students to be more creative in the assignments they produce.

Blogging for assessment

Blogging offers a way for students to have ‘learning conversations’ with one another, allowing them to present their ideas and assumptions for questioning and discussion by peers, thus gaining the opportunity to construct, defend, refine and reconstruct their knowledge.

Example grading criteria for marking blogs in higher education

Nearpod for creativity, engagement and assessment

Nearpod is an online, interactive tool that allows you to create interactive, multi-media presentations, and share them with your classes.

Anne-Gaelle Colom of the University of Westminster‘s College of Liberal Arts and Sciences (LAS) shares her experiences of using Nearpod in her teaching, both in lectures and in seminars, noting that nearpod has increased engagement in the class, and has provided greater understanding about how well her students have understood topics.

Audio feedback for students

Audio feedback can be a very engaging, vivid way for students to receive feedback.  Mykaell Riley from the College of Liberal Arts and Sciences talks about his experiences of using audio feedback.

This resource provides guidance for staff using assessed group work and came about as a result of the Westminster Change Academy (WCA) Project ‘Supporting Student Group work’ led by John Begg in the University of Westminster’s College of Design, Creative and Digital Industries (DCDI).

This toolkit, produced by Nottingham Trent University Centre for Academic Development and Quality. is intended to assist programme teams in identifying how they can further improve access for, and inclusion of, disabled students when devising assessments.

The University of Reading provides a range of guidance and resources for diversifying your assessment methods, including an A-Z of assessment methods which provides examples of different assignments relevant to assessing written, practical (including laboratory and field-work) problem-based, work placements (including reflective assessments), performance and oral work.

This resource on inclusive assessment, produced by Nottingham Trent University Centre for Academic Development and Quality. is focussed on design issues and on the degree to which specific assessment types can cause difficulties for some students.

Aims to inform, inspire and support the HE community through the continuing development of an evidence base concerned with learning and teaching especially around assessment and feedback.

A summary of methods of formative and summative assessment produced by the University of Texas at Austin Faculty Innovation Center.

TESTA aims to improve the quality of student learning through addressing programme-level assessment.

A collection of resources from JISC outlining how technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students.

This toolkit produced by Macquarie University’s Learning and Teaching Centre will help you understand better the implications of assessment and how to design engaging and productive assessments for your students.

Programme level assessment was the focus for an HEA National Teaching Fellows project collaboratively run between the universities of Bradford, Exeter, Leeds Metropolitan and Northumbria.

The project website hosts resources created which include several short case studies.

This paper from the HEA Resources bank describes the use of games-based learning in the teaching and assessment of Systems Analysis and Design. The approach used is game-based learning in a STEM subject, but the principle of using a project that requires students to understand key concepts in order for them to use them to, for example,  design something or develop a debating position can be used in any subject.

This HEA toolkit complements the strategic direction set out in the HEA’s Framework for transforming assessment in higher education and offers tools for reflection and planning to help you embed the framework into policy and practice.

The University of Texas at Austin’s Faculty Innovation Center considers two major ethical considerations which arise when designing assessments.