- Assessment and feedback
- Mark and give feedback on 100 assignments in an hour through peer-marking
- Using peer assessment in Chemical Engineering
- Peer review of virology essays
- Filming role-played mental health consultations for assessment
- 99 per cent of Dr Daven Armoogum’s students have given his new feedback system the thumbs up. Here’s why
- Do students use feedback or just look at the mark? Dr Pam Donovan set out to find the answer
- How a symposium can be used to assess students’ work
- How a career in the Navy inspired Dr Paul Bartlett’s latest assessment innovation
- Internationalisation of the curriculum and global citizenship
- Key skills and PPD
- Large-group teaching
- Object-based learning
- Peer-assisted learning
- Peer observation of teaching
- Personal tutoring
- Problem-based learning
- Research-based learning
- Small-group teaching
- Teaching administration
Assessment and feedback case studies
Below are some examples of innovative uses and methods of assessment and feedback taking place around UCL.
From designing experiments to writing papers, Dr Hazel Smith explains how first-year Biology students took on the challenge of completing an intensive research project More...
Published: Sep 18, 2014 11:28:00 AM
Would a student travel 270 miles to write an essay? How video assignments can boost student engagement
Professor Marcos Martinon-Torres, UCL Archaeology, presents an experiment in video that can easily be transferred to any discipline More...
Published: Jun 3, 2014 9:58:01 AM
Navy-style task books give students more timely feedback, while data retrieval tests help reduce the marking load More...
Published: May 1, 2014 5:04:39 PM
Judith Hillmore heard Dr Suzanne Ruddy, UCL Molecular Biosciences, tell attendees at the UCL Teaching and Learning Conference 2014 how her students take part in a realistic symposium as part of their assessed work. More...
Published: Apr 11, 2014 2:34:19 PM
The UCL Teaching and Learning Conference 2014 heard the results of an experiment to explore the myths surrounding student feedback. Clare Goudy reports More...
Published: Apr 11, 2014 9:59:17 AM
Dr Paul Walker, CALT, and Dr Zubin Mistry, UCL History, presented attendees at the UCL Teaching and Learning Conference 2014 with a pioneering first-year undergraduate history module. Judith Hillmore reports More...
Published: Apr 8, 2014 6:09:04 PM
99 per cent of Dr Daven Armoogum’s students have given his new feedback system the thumbs up. Here’s why
“I’d heard similar things from students and staff for the past two years,” said Dr Daven Armoogum, Teaching Fellow, UCL Physics and Astronomy. “They wanted the same improvement – marking and feedback phrasing that was more consistent.” More...
Published: Mar 20, 2014 9:48:58 AM
Dr Chiara Ambrosio explains how this unique and innovative course works, and why it’s so beneficial for students. More...
Published: Aug 9, 2013 1:00:27 PM
Dr Kamna Patel tells us about the week-long scenario-based learning exercise students at the Development Planning Unit (DPU) undertook in Autumn 2012. More...
Published: Aug 7, 2013 5:23:17 PM
David West and Andrew Wilderspin from the School of Pharmacy explain the Provost's Teaching Award-winning Integrated Therapeutics Project, in which wikis are used to teach students integration. More...
Published: Aug 7, 2013 4:30:10 PM
Stefanie Anyadi, Sam Green and Kevin Tang discuss how PeerWise fared when it was piloted on a Linguistics module. More...
Published: Aug 7, 2013 4:19:57 PM
The Anna Freud Centre’s Nick Midgley and Fiona John explain why they introduced filmed role-play assessment to a first-year Master’s module. More...
Published: Aug 7, 2013 3:25:56 PM
Dr Richard Milne, from the Centre for Virology, explains how introducing a peer review system helped improve his students' essay marks by an average of one degree class. More...
Published: Aug 7, 2013 3:22:23 PM
The UCL Department of Chemical Engineering's Dr Eva Sorensen discusses her experiences of using peer assessment with fourth-year students. More...
Published: Aug 7, 2013 3:16:18 PM
In Engineering Mathematics, it's important to mark and give feedback on assignments quickly, as each topic builds on the last. More...
Published: Aug 7, 2013 3:11:22 PM
In 2012, Oliwia Berdak won a Provost's Teaching Award for the policy portfolio scheme she devised as a postgraduate teaching assistant (PGTA). Here, she explains the concept and its benefits. More...
Published: Aug 6, 2013 5:00:01 PM
Charmian Dawson, Teaching Fellow in Biosciences, explains how she boosted student engagement by getting them talking to the academics in their department. More...
Published: Aug 6, 2013 4:55:46 PM
Philosophy of Science is an introductory course aiming to get students to think critically about science and begin to consider some of the subject's 'big questions'. In this video, the Department of Science and Technology Studies' Dr Chiara Ambrosio (and some of her students) discuss the modes of assessment in her course. More...
Published: Aug 6, 2013 4:46:19 PM
The Institute for Global Health’s Dr Jolene Skordis-Worrall and Dr Hassan Haghparast-Bidgoli explain the challenges and triumphs they encountered when turning one of their existing modules into an online-only, Moodle-based course. More...
Published: Aug 6, 2013 4:35:38 PM
- Please note that the case studies section of the Teaching and Learning Portal is a continually evolving resource. If you or your colleagues are involved in great projects or practices that others might be able to take inspiration from, please get in touch by emailing firstname.lastname@example.org
- Find out more about assessment and feedback at UCL
- For discipline-specific advice on assessment and feedback, contact one of the CALT school-facing teaching fellows
Page last modified on 24 mar 14 11:19
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