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 […]
It is not only the setting of assessments which affects their validity and reliability, but also how they are marked (or graded). The options which are available to you for marking need to be taken into account at the point of design. In some cases, such as problem sheets, the design of the assessment takes […]
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 […]
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 […]
Assessment is currently the cornerstone of measurement of attainment in education and as such must be valid, reliable, transparent and equitable. It must test what it says it will test in assignment briefs in ways that are clear to students, achievable, and actually test what a module or programme of learning sets out in its […]
Talking about student engagament, Sir Ken Robinson outlines 3 principles crucial for the human mind to flourish — and how current education culture works against them. In a funny, stirring talk he tells us how to get out of the educational “death valley” we now face, and how to nurture our youngest generations with a […]
The learning revolution was the focus of a seminal 2010 TED Talk by Sir Ken Robinson. Watched over five million times, creativity expert Sir Ken Robinson challenges the way we’re educating. He champions a radical rethink of our school systems, to cultivate creativity and acknowledge multiple types of intelligence. Although the focus here is on […]
In 2013 the London Knowledge Lab published a literature review into use of iPads for learning in the compulsory education sector. Many of the findings in the literature review and executive summary are transferrable to post-compulsory sectors, hence inclusion here. Following is an excerpt from the executive summary: In the three years since the iPad […]
The term digital education encompasses the profound challenges posed to learning, teaching and training in the digital age and the resulting changes to learning and teaching practice. In 2015 the London Knowledge Lab in collaboration with University of Nottingham and the Open University launched the first of a new series of events designed for those […]
This resource came about as a result of a Westminster Change Academy (WCA) Project “Supporting Student Group work” lead by John Begg in the University of Westminster Faculty of Architecture and the Built Environment. It is intended to provide guidance for staff using assessed group work. Rationale At an institutional level, the WCA project is […]
