Anonymous peer to peer review, even without students commenting on each other’s work is an effective way of developing skills such as writing style and structure in essay writing. Jenni Rose (AMBS) shares how students can also gain confidence in themselves from this process and become connected independent learners.
In this example Katherine Smith (SoSS) explains how she developed open debate as the method of assessment and feedback for her social anthropology module to respond to and celebrate diversity in the student cohort.
Melanie Giles (SALC) discusses how she set up small online groups to deliver assessed ‘podcast’ style pieces of cutting-edge research while developing student collaborative and employability experiences.
Dan Rigby (SoSS) discusses how he improved students’ essay writing skills and understanding of assessment criteria, with the use of peer marking, adaptive release, and breakout rooms.
Ilma Nur Chowdhury (AMBS) shows us how she pulls together lecture videos, examples (videos and images), exercises, questions and quizzes in a seamless and interactive manner.
Wendy Wild (AMBS) explains how she used VoiceThread for group assessment, and explores the many benefits and positive feedback received as a result.
James Scorer (SALC) discusses how the COVID pandemic has forced many courses to review their assessment strategy. In this example, in the field of Spanish language, the revised format of the final online exam resulted in an improvement from the previous format.
In this case study, Alison Zimmer (AMBS) explains how she utilised Padlet for a summative assessment.
In this case study, Miriam Firth & Bobbie Dutton (SEED) explain how they adapted their previously face to face peer assessment task for blended delivery.
In this case study, Francesca Billiani (SALC) discusses using digital timelines in her course Aesthetics and Politics of Italian Fascism.
