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"It is not in fact teaching but assessment that plays the largest part in guiding students’ learning."
B R Snyder (1971), The Hidden Curriculum
- Assessment and feedback:
- UCL Assessment Strategy
- Assessment service standards
- UCL academic manual
- Assessment methodologies: UCL working group report
- E-assessment tools:
UCL computer-aided assessment software
- UCL e-assessment blog:
Updates on using technology to enhance teaching
- Effective assessment in a digital age: Guide to technology-enhanced assessment and feedback (external link)
Students’ knowledge, skills and abilities need to be tested through a wide range of assessment methods to enhance the learning experience and reward valuable workplace skills such as teamwork and presentations.
Teaching staff can diversify their assessment methods by using oral presentations as well as written tests, group as well as individual tasks, and by utilising self and peer assessment to develop students' ability to self-monitor the quality of their work. Read this guide to assessment methods.
Good examples of diversified summative assessment at UCL include fieldwork to produce a reflexive log and project critique in Archeology; group work, role play and a debate-based assessment in Science and Technology; and simulating a courtroom moot in Laws. Find out more about best practice in designing assessment methods from Moodle.
You can view a video of the UCL Centre for the Advancement of Learning and Teaching (CALT)'s Rosalind Duhs talking about how to diversify your assessment methods below, or read guidance and view presentations from the list beneath the video:
Techniques to consider:
Poster presentations with peer review and the defence of content, whereby students have specific roles within a group, develops self and peer assessment. Read this online guide to assessment of academic posters.
This method increases motivation by giving students an active rather than passive role and encourages them to take responsibility for their own learning. See how weekly peer assessment is used for 30% of final marks on an MSc course.
A portfolio that allows you to review achievement and learning throughout a student’s programme of study might include reports, essays, lab reports, images and web pages.
Civil Engineering have piloted one-week, self-contained, group-work scenarios to support learning rather than teaching new material.
Read the Diversifying assessment webbook available on Moodle for further guidance.
To find out more about assessment and feedback, contact one of the CALT schools-facing teaching fellows for your school. Find out who they are here.
Page last modified on 09 oct 12 10:35
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