Assessment and Feedback

Improving Essay Writing Through Mini-Essays and Peer Learning

Professor Claire Wallace, School of Social Science

European Societies is a fourth year option attracting 20 - 35 students, traditionally assessed by 40% essay and 60% exam. This encouraged students to read only for the topics they presented and needed for the exam.

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Research-Based Arpillera

Professor Patience Schell tells us about how she assesses students by asking them to make a research-based arpillera. Read how Patience responds to some questions about how students and staff benefit from this novel assessment practice.

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Using marking rubrics to enhance the feedback process

Dr Lynsey Christie, School of Medicine, Medical Sciences and Nutrition, tells us how a working group was set up to review current rubric use.

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Iterative feedback for credit

Dr Martin Barker, School of Biological Sciences, tells us how engaging students with feedback can enhance their learning experience, and it can also help us understand how they perceive our comments.

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Conference for 1st and 3rd year PGR students to present their research orally to the school

Dr Sam Miller of the School of Medicine, Medical Sciences and Nutrition tells us about changing the format of a symposium to a Conference in order to improve both session attendance and the learning experience.

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Impact on Exam Grades Following Exam Format Change to Two Level 2 Exams in the Medical Sciences

Dr John Barrow, School of Medicine, Medical Sciences and Nutrition tells us about how the assessment reduction review identified two ideal courses in order to save on assessment effort.

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Impact of a Final Year Project Skills Workshop Series

Dr John Barrow, School of Medicine, Medical Sciences and Nutrition tells us about the introduction of a project skills workshop series prior to students undertaking their Honours research projects.

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Using Evidence to Enhance the Student Experience

Dr Stuart Durkin, School of Social Sciences, tells us about how he created two new Politics and International Relations undergraduate courses to enhance the student experience, which incorporated problem based learning and group work.

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Feedback Dialogue Form

Professor Hazel Hutchison, School of Language, Literature, Music and Visual Culture, tells us about the Feedback Dialogue Form she uses to encourage students to engage more consciously with their feedback.

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Work-Based Project Reflective Report

Dr Stuart Durkin, School of Social Science and Dr Joy Perkins, Centre for Academic Development explain how they created a course to enhance students' employability. By taking this course, the students engage in an authentic learning experience, undertake critical reflection and develop their employability capabilities.

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Closing the feedback loop - SCEF feedback sessions in Year 2 MBChB

Dr Asha Venkatesh, School of Medicine, Medical Sciences and Nutrition, tells us about the introduction of SCEF feedback sessions, to communicate with students about the impact of their feedback on course design and development.

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Engaging with Contemporary Art

Dr Amy Bryzgel, Film and Visual Culture, tells us about how she gets students to engage with and appreciate contemporary art.

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Blogs to Assess Learners

Dr Rachel Shanks, School of Education tells us about how she redesigned courses and uses blogs to assess learners.

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