Embedding excellence through fusion of education, research and professional practice
This visual from the Re-engineering Assessment Practices project (www.reap.ac.uk) is designed to help students understand the many forms that feedback takes and their role in maximising feedback opportunities. It could be included in your Brightspace resources, used in assignment tutorials, to accompany assignment briefings, with formative activities and in Academic Advisor meetings. You can find… Read more »
At this point in the semester you might find these examples, from the BU Assessment & Feedback Toolkit, timely and useful. Formative assessment is a formative task/assessment which is developmental for students’ learning but does not contribute to credit marks. There are many ways in which to engage students in formative feedback activities that help… Read more »
Leading writers on the scholarship of teaching and learning, Professors Sally Brown and Kay Sambell have created a suite of work on assessment in a time of covid. You can access the collection here https://sally-brown.net/kay-sambell-and-sally-brown-covid-19-assessment-collection/ Their recent blogposts include content on compassionate assessment and on assessment design. I will be adding some of the content… Read more »
Two experts in the sector, Prof Sally Brown and Prof Kay Sambell, have created some excellent resources to assist staff in moving to a blended mode of delivery. These resources include ’50 tips for replacements for tie-constrained, invigilated, on-site exams’ and ‘Building bridges to the future: assessment which promotes learning post coronavirus’. Both… Read more »
During the Covid-19 pandemic many of you will have experienced academic conferences being cancelled, postponed or hosted on-line. Prof Debbie Holley and I (Anne Quinney) were scheduled to present at the Association of Learning Developers in Higher Education conference (ALDinHE) to be held at Northampton University but found ourselves presenting remotely last week. The conference… Read more »
In May 2019 Senate approved the new evidence-based student-centred assessment policy change. This blog post sets out the principles underpinning the change. There are separate blogs on the specific requirements of the policy and on the resources to support the changes. The drivers for change in assessment practices were both local and national. These included… Read more »
Transforming how university exams are designed, managed and completed is far from straightforward. Without careful preparation and piloting, there are challenges in relation to fairness (a reasonable test of what students are expected to have learnt), fitness-for-purpose (the task reflects the intended learning outcomes and enables learners to meet the appropriate academic standard), equity of… Read more »
At this time of year programme teams may be planning assessments for the next academic year. To support this activity here are some of the key points from 6c. For the academic year 2020-21 all levels 4 and 5(undergraduate), and level 7(postgraduate) level assignments will need to align with 6c. Key points in the policy,… Read more »
Have you seen the Assessment and Feedback Toolkit? FLIE’s Assessment and Feedback Toolkit provides resources for academic staff along with tools and strategies to align assessment and feedback practices with the BU Principles of Assessment Design Policy (6c). At BU we support the Higher Education Academy’s principle that teaching and learning in Higher Education can… Read more »
Solent University run an annual Learning and Teaching Community Conference in their inspiring ‘SPARK’ building. This year, Bournemouth University staff from HSS, FMC and Fusion Learning Innovation and Excellence collaborated and presented two research papers and a workshop. , Find out more on twitter: #SLTCC2019 The full programme with speakers is available from here: https://www.solent.ac.uk/staff/learning-and-teaching/community-conferences/sltcc-programme… Read more »
