Learner-centred Feedback The journal article was called ‘Using learner-centred feedback design to promote students’ engagement with feedback’. Student engagement with feedback is one of the major factors in ensuring feedback is effective. The article focusses on learner-centred feedback in encouraging student engagement and ultimately maximising the effectiveness of feedback. The study considered two postgraduate modules […]
Simper N. (2020). Assessment thresholds for academic staff: constructive alignment and differentiation of standards. Assessment and Evaluation in Higher Education 45, 1016-1030. Felt the paper was good and interesting in terms of challenging norms and culture around assessment. Although some people were aware of threshold concepts as ‘portals to new ways of thinking’ but they […]
The journal article was called ‘Migration and transformation: a sociomaterial analysis of practitioners’ experiences with online exams.’ The article considered the emergence and adoption of digital technologies which presents educators with new opportunities to think creatively about assessment and to increase its alignment with long-term educational goals. The article encouraged practitioners to think creatively about […]
Colleagues from International Relations, Counselling, the Students Union and Lecturers in FBMH delivered an interactive session alongside student participants on ‘Supporting International Students – Challenges and Opportunities’. The session was co-created and delivered by current students and colleagues from across the University. The session explored academic attainment, culture and culture values and transition issues as […]
Rebecca Farrington and Cath Prescott, alongside three students, led an open discussion on diversity and its impact on the learning environment. They shared some practical exercises to equip participants with tools to use in their daily lives.
Will Holmes gave a thought provoking seminar on giving good feedback and how this affects student satisfaction. He used the Johari window to illustrate the blind spots a student might have and the importance of identifying these for the student’s development.
Alison Fisher began the Masterclass looking at effective feedback and blueprinting which is a method of constructing exams to ensure alignment with learning outcomes. Heidi Northover and Serena Tohurst Cleaver then considered different tools to assess professionalism in health care professions.
This in-depth Masterclass was delivered in partnership with academic and eLearning colleagues. The aim was to give participants a greater understanding of different types of technology that could be used to facilitate teaching experiences and ultimately improve student experience.
Caroline Bowsher gave a thought-provoking talk about the assumptions we make regarding assessment and feedback that can affect a student’s understanding or participation. We considered ways to demystify the process and Caroline shared some good practice from within the School of Biological Sciences.
In these videos, Dianne Burns presents ideas for improving your large group teaching. Her tips cover organising your lectures, making your lectures unmissable, and bringing your large group teaching sessions to life. A list of references is also provided if you wish to find out more.