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: feedback culture
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
START STRONG, FINISH STRONG
A STRATEGY FOR PRE-CENSUS LEARNING DESIGN RATIONALE the data suggest that students who start strong finish strong Enabling students to make educated decisions about whether
NOT ACTUALLY LEARNING
Today I spent 7 hours on a mandatory course required to gain Teacher Registration in South Australia. For once, I was a student, and so
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,
LEARNING DESIGN by Paul G Moss 