Archive | Educational Development

Improving assessment

Improving student assessment

Assessment – in particular effective assessment – has greater bearing on successful learning than almost any other factor. Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2015). JISC have produced the […]

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Picture of a sphere with the word feedback on it

Bringing feedback to the forefront

Feedback is a key area of student concern and and important area across the HE sector. However, marking work and giving individual comments and feedback to students is time- and energy-sapping for lecturers, so how can we rethink marking and feedback to make it work better for students? Writing the Guardian, Andrew Tharby, and English […]

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Blue, pink and white horizontally striped trans flag

Trans inclusion at university

Moving to university and starting a new phase of life can offer particular challenges and opportunities for students who identify as transgender, or trans. Despite the recent increase of trans visibility in public life, coming out as trans can often be difficult and trans identities are still not widely understood. What does trans / transgender mean? […]

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Principles of assessment checklist

Principles of assessment

When designing assessments the following principles should be considered: Validity Reliability 
Transparency Inclusivity and equitability Relevance Manageability Practicability Range of assessments Assessment criteria Validity Perhaps the most important principle, validity asks you to consider if the assessment task assess what you want it to assess?  If students are asked to ‘evaluate’ or ‘analyse’ are these […]

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Picture of scales to illustrate ethical assessment

Ethical assessment considerations

Ethical assessment raises two major questions when designing assessments. Are our assessments fair? As we construct assessments it is important to make sure that they are based on relevant material that students have had the opportunity to learn during the course.   Assignments also should be free of any bias that would give some students a […]

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flipped classroom

Why are lecturers using flipped classroom?

A flipped classroom (view image) is one that inverts the typical cycle of content acquisition and application so that students gain necessary knowledge before class, and instructors guide students to actively and interactively clarify and apply that knowledge during class. Like the best classes have always done, this approach supports instructors playing their most important role […]

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MCQs - answer sheet

Multiple choice questions or MCQs

MCQs, or multiple choice questions, are often called fixed choice, selected response or multiple choice items because they are not always questions, and they require students to select from among various options that are presented to them. The options are fixed, meaning they can be scored rapidly, often using automated online systems, providing quick feedback […]

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Types of assessment methods

Forms of assessment

Particularly useful for those approaching assessment design as a relatively new teacher, James Atherton has put together a collection of assessment methods here that introduce various different forms of assessment that are currently available. They do not purport to offer comprehensive accounts of any of them, but try to offer some guidance for the teacher […]

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Assessment - putting the pieces of learning together

Methods of assessment overview

This overview of assessment methods is likely to be useful to those new to learning and teaching practice and assessment design, and goes through the differences betweeen formative and summative education, and some examples suitable for each. Formative (Low-Stakes) Assessments Formative assessment techniques monitor student learning during the learning process. The feedback gathered is used […]

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