This is the 3rd post in a series on grammar. The first is here, and the second is here. SO HOW CAN I EMBED THIS
Category: writing
Doing less to do more
Key takeaways Add an oral assessment component to written tasks Don’t spend time marking the written component, only the Q&A In all of my time
Rubric Design – the great balancing act
I’ve written before about rubrics in higher education, and the need for pragmatism in weighing up their costs vs their benefits. Critics of rubrics cite
Did the writer even mean that?
I have often heard criticism of English literature criticism, mostly aimed at the notion that the critics are looking far too deeply into the use
TRAINING STUDENTS FOR ONLINE EXAMS REDUCES COGNITIVE OVERLOAD
Teaching to the test doesn’t work. But teaching students about the test is imperative. Not only that, exam performance IS a thing, and you can
ASSESSMENT IN HE pt 4 – worked examples
This is the 4th in a series of blogs on assessment, which forms part of a larger series of blogs on the importance of starting strong in higher
