In the last post I discussed the importance of the tutorial. It is a wonderful chance for students to either develop understanding, consolidate it, or
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
ASSESSMENT in HE pt 2
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
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 – strategy 1
In the previous post, I introduced the rationale for implementing a range of strategies to help students start strong in their University courses. The implications
LEARNING DESIGN by Paul G Moss 