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Case Studies - Assessment and feedback

Can first-year undergraduates become researchers?

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hazel smith ucl biology research-based education

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

Would a student travel 270 miles to write an essay? How video assignments can boost student engagement

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video documentaries student assessment

Professor Marcos Martinon-Torres, UCL Archaeology, presents an experiment in video that can easily be transferred to any discipline

How a career in the Navy inspired Dr Paul Bartlett’s latest assessment innovation

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Task books navy UCL assessment

Navy-style task books give students more timely feedback, while data retrieval tests help reduce the marking load

How a symposium can be used to assess students’ work

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symposium teaching assessment

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.

Do students use feedback or just look at the mark? Dr Pam Donovan set out to find the answer

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feedback student ucl

The UCL Teaching and Learning Conference 2014 heard the results of an experiment to explore the myths surrounding student feedback. Clare Goudy reports

Making history with iPads, peer assessment and MyPortfolio

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Zubin Mistry UCL Teaching Learning Conference 2014 History iPads

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

99 per cent of Dr Daven Armoogum’s students have given his new feedback system the thumbs up. Here’s why

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Daven Armoogum feedback assessment innovation

“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.”

Ongoing collaborative research project on the history of electricity

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A student gives a presentation to her peers

Dr Chiara Ambrosio explains how this unique and innovative course works, and why it’s so beneficial for students.

Real-life planning scenario based on Dar es Salaam

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Students role-play a protest

Dr Kamna Patel tells us about the week-long scenario-based learning exercise students at the Development Planning Unit (DPU) undertook in Autumn 2012.

Learning to make connections in pharmacy using Mediawiki

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Sample concept map

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.

PeerWise: a repository for student-designed MCQs

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A group works together at a computer

Stefanie Anyadi, Sam Green and Kevin Tang discuss how PeerWise fared when it was piloted on a Linguistics module.

Filming role-played mental health consultations for assessment

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Video camera

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.

Peer review of virology essays

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Students discussing work with each other

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.

Using peer assessment in Chemical Engineering

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Students working together

The UCL Department of Chemical Engineering's Dr Eva Sorensen discusses her experiences of using peer assessment with fourth-year students.

Mark and give feedback on 100 assignments in an hour through peer-marking

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Students working together

In Engineering Mathematics, it's important to mark and give feedback on assignments quickly, as each topic builds on the last.

Using 'policy portfolios' to develop students' skills

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Man using laptop

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.

Students interviewing their teachers

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Student talking to teacher

Charmian Dawson, Teaching Fellow in Biosciences, explains how she boosted student engagement by getting them talking to the academics in their department.

Assessment and feedback in Philosophy of Science

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Student presentation on the Philosophy of Science module, summer 2012

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.

Making an existing course online-only and assessing by portfolio

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Man using laptop

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.

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