ASSESSING in HIGHER EDUCATION This is the second in a series of blogs on assessment, which forms part of a larger series of blogs on
Category: exam performance
ASSESSMENT in HE pt 3
This is the third in a series of blogs on assessment, which forms part of a larger series of blogs on the importance of starting
THE CONTINUOUS RETRIEVAL APPROACH
Assessing for learning needn’t be signposted by explicit formative tasks. Formative assessment can be implicitly woven into your teaching, and this can be achieved by
Finding time for CREATIVITY
This is part 3 in a series of blogs on creativity in the classroom. The first is here, and the second here. As stated previously,
Should I get my students exams remarked? YES
Marking exams is hard. Cross referencing a student’s work to a criteria is wrought with difficulty, can be plagued by subjectivity, a lack of training,
Should examiners be expert in the subject they mark? Duh!
I know what you’re thinking. This is obvious. Well, think again. An examiner has to provide evidence they are teaching in their field, but they
LEARNING DESIGN by Paul G Moss 