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Designing assessments that allow for different means of approach and output

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Simulation as assessment is becoming more important

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Simulation as assessment is becoming more important

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E.g. Personal reflection
Real life work
Inidividual
ly designed projects

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Creating high value exportable portfolio for extended use. Clear referencing of outcomes and evidence against multiple and to be defined (future) requirements eg professional competencies

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Against the same rubric / criteria students will be assessed against

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Giving equal value to electronic feedback copared to manuscript or f2f feedback; both staff and students

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I have fudged blackboard so that the students and they placement supervisors in groups together (as student role) and then they use the discussion board to exchange documents for sign-off. This provides a paper trail for each professional competency

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Automated feedback and marking of any assessment type

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Building portfolios to evidence competencies

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Peer evaluation and reviewing performance

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Peer evaluation and reviewing performance

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Students to have more faith in and be happier to use peer assessment/self-assessment

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Students to have more faith in and be happier to use peer assessment/self-assessment

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A simple way for students and staff to see feedback across courses and year

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authentic assessment delivered through a tool like blogs. Then instructors take part in discussions alongside students adding professional feedback on the discussion topic alongside student writing.

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So split an engineering question with maths into several steps, so if a student gets step 2 wrong (e.g.) then if they use that incorrect answer for steps 3, 4 etc they can  get marks for correct working

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Formats or marking methodologies; contibution to group, creation of own part within team, independent view formed as result of teamwork, view of others within team on contribution.

Ownership and submission of team artefacts

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Student Assessment creates lesson content

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Student Assessment creates lesson content

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audio, video, rubrics

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Students setting their own goals and learning outcomes
Individualised to promote engagement

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Students to be exposed to how the marking process, moderation etc works

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Students to be exposed to how the marking process, moderation etc works

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black box to them - raises suspicion

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Using Blackboard tools to track the completion of external outcomes

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Using Blackboard tools to track the completion of external outcomes

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e.g. completing a Lynda.com course or playlist; achieving clinical skills aptitude practical assignments

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Release feedback to all on date

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Live testing of knowledge in the real world

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Releasing marks after students interact with the feedback, or students can add assessment of their work at point of submission, control of timing of mark release - all configurable as wanted

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Not just within modules

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The opportunity for an online conversation about feedback

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Peer negotiated higher order ILOs
Peer defined assessment criteria
Peer assessment
Longitudinal assessment with semi instant feedback (daily or semi daily snap iteractive activities

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Audio feedback

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Likert scales, rubrics, divide X points etc. - but as part of the Bb groups system. Optional anonymity. Use formatively as well as summatively

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Technical solution to observations in placement settings

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Lots of issues around capacity for large cohorts and authentication when BYOD is used.

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Give feedback with grade/mark withheld, or delayed for a week.