Lucy Myers from the division of Language and Communication Science explains how she uses mock case studies and questions in class with group work and online via Moodle forum to give her students the opportunity to engage with exam questions and understand the reasoning around the answers
Category: Face to face
Videos for peer assessment
Raf Benato, from the division of Health Services Research and Management , describes how she uses filming and videos to support peer feedback on role plays in her Leading and Facilitating Learning in Practice module
Peer feedback on written work outline
Raf Benato from the divison of Health Services Research and Management describes how she built in peer and lecturer assessment and feedback opportunities in her Poverty, Housing and Welfare module to prepare her students for their summative case study essay.
Confidence-based marking quick answer questions for clinical diagnosis
Confidence-based marking is a way to encourage students to think about how confident they are with their answer to a question. Positive and negative marking is used to award more marks for correct answers given with confidence and less marks for incorrect marks with a high degree of confidence that the answer was correct.
Gill Harrison from the division of Radiography and Midwifery explains how she uses confidence-based marking in class and within Moodle to encourage student self-assessment of their diagnostic skills.
Formative feedback on clinical competencies in Radiography
Gill Harrison explains how her students receive, provide and discuss feedback on their own clinical competencies.
Group presentation to prepare for individual written assessment
Ellinor Olander from the Division of Midwifery and Radiography explains how she uses group presentations and other methods to prepare her students for their summative written essays or reports.
Collaboratively building exam model answers using Sharepoint
Elliot Freeman, Department of Psychology
With ever-increasing undergraduate student numbers, individual students can become lost in the crowd, and high assessment workloads make it difficult to provide sufficient feedback on students’ performance. To reduce workload, Elliot replaced some traditional exam essays on his second-year Visual Perception module with short-answer questions. He then coached his students on this new format and decided to provide new weekly workshops to engage students.
Poll Everywhere MCQs for self-assessment in Optometry
Irene Ctori from the division of Optometry and Visual Sciences describes how she uses Poll Everywhere MCQs to support student self-assessment in class.
Poll Everywhere for revisions in Radiography
Jayne Morgan from the division of Midwifery and Radiography discusses her use of Poll Everywhere in large group teaching and revision with Radiography students.
Also check out her tips on using Poll Everywhere in class
Preparing students for OSEs in Radiography
Gill Harrison form the division of Midwifery and Radiography describes how she prepares her students for their summative Objective Structured Exam in lectures and tutorials using peer and tutor feedback