Rethinking assessment strategies? Academics offer guidance on how to give feedback, grading v ungrading, authentic assessment, monitoring student progress, preventing cheating and maintaining academic integrity
We propose evaluating our assessments and incorporating innovative elements to better emulate real-world tasks in terms of both the process and product of assessment, write David Tree, Stephanie Baines, Pauldy Otermans, Nicholas Worsfold and Emily Hobson
Reflective practice is essential for continuous improvement in learning design. Paul John Gregory Moss, Richard McInnes and Simon Marek explain how to incorporate structured reflection into project scopes
Students may see handwriting essays in class as a needlessly time-consuming approach to assignments, but I want them to learn how to engage with arguments, develop their own views and convey them effectively, writes James Stacey Taylor
Getting students workplace-ready is a challenge. However, partnering with industry can help us offer authentic experiences and assessments that equip our students for successful futures in their chosen fields
In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning
By identifying the types of feasible options in assessment and discussing them with your students, you will naturally build their confidence in their assessment, writes Miriam Firth
How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding
Let’s redefine failure by changing the way we teach, assess and support students and staff. Ibham Veza, Mhadi A. Ismael and Taib Iskandar Mohamad outline how
The ubiquity of artificial intelligence may be affecting students’ cognitive development. Gareth Morris and Bamidele Akinwolemiwa consider how to address this
