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
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
Applying for and managing of extensions for certain assessments within higher education can be time-consuming and stressful for students and staff. Read about how UEA has implemented a more agile process.
The challenge of digital transformation is one universities must rise to, or be left behind. Amanda Taylor-Beswick advocates for an organisation-wide approach
Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood
Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers
Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence
If educators don’t understand the learning processes, they also miss the reasons why students cheat, writes Margault Sacré. Here, she offers an approach to motivate and benchmark progress
Leadership and critical-thinking skills are difficult to measure. Here, Jonna Lee offers case studies that test the idea of integrating large language models into assessment practices as a feedback tool to empower both students and instructors
