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The University of Manchester Login Service

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Web authentication services for The University of Manchester

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REAP: 12 principles of formative assessment

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REAP: 12 principles of formative assessment

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REAP - Resources > Assessment Principles: Some possible candidates

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Re-Engineering Assessment Practices in HE is a million pound research project funded by the Scottish Higher and Further Education Funding Council through their e-Learning Transformation Programme. Led by the University of Strathclyde, the project aims to transform thinking about, and practices of, assessment in higher education.

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Advice for using individual question types in Blackboard

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Advice for using individual question types in Blackboard

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(BMH eLearning team)

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Due to the University Central Authentication System (CAS) timeout of 60 minutes affecting auto-saving and page timeout in Blackboard (asuumed 30 minutes), it is advisable to tell the students to save the question regularly (perhaps after every few sentences), or type (and save in case of issues) their response into a plain text document and copy across to Blackboard.

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Collaborative role play (wiki, discussion board, IM and external VC) .... Assessing Distance Learning Students in Construction Law

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Collaborative role play (wiki, discussion board, IM and external VC) .... Assessing Distance Learning Students in Construction Law

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Using Online Role-play to Assess Distance Learning Students in Construction Law | Higher Education Academy

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This case study describes the design and implementation of a learning and assessment activity that enables distance learning students to work together to develop and demonstrate skills such as conflict management and dispute resolution, and to apply their understanding of contract law to practice.

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Tips for writing MCQs and using Audio Feedback

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Tips for writing MCQs and using Audio Feedback

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Taken from FSE eL training on BB

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A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

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A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

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A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment

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(2002). A Review of Multiple-Choice Item-Writing Guidelines for Classroom Assessment. Applied Measurement in Education: Vol. 15, No. 3, pp. 309-333. doi: 10.1207/S15324818AME1503_5

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Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple‐choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint. It then provides an assessment framework and a set of feedback principles that, if implemented, would support the development of learner self‐regulation. The different uses of MCQs are then mapped out in relation to this framework using case studies of assessment practice drawn from published research. This analysis shows the different ways in which MCQs can be used to support the development of learner self‐regulation. The framework and principles are offered as a way of helping teachers design the use of MCQs in their courses and of evaluating their effectiveness in supporting the development of learner autonomy. A key message from this analysis is that the power of MCQs (to enhance learning) is not increased merely by better test construction. Power is also achieved by manipulating the context within which these tests are used.

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E‐assessment by design: using multiple‐choice tests to good effect

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Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple‐choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint.

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For online learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities.
​The five-stage-model offers essential support and development to participants at each stage as they build up expertise in learning online.

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For online learning to be successful and happy, participants need to be supported through a structured developmental process. The five-stage-model provides a framework or scaffold for a structured and paced programme of e-tivities. ​The five-stage-model offers essential support and development to participants at each stage as they build up expertise in learning online.

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Teaching Innovation | elearning technologies

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The elearning modeller is an online tool designed to assist tutors to reflect on areas of their teaching practice, and to select appropriate elearning technologies.

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Blackboard 9: Comparing Collaborative Tools 

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Blackboard 9: Comparing Collaborative Tools 

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Includes several case studies

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http://man-fe.hosted.exlibrisgroup.com/MU_VU1:BLENDED:44MAN_ALMA_DS21197693740001631

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The 20 projects taking part in our assessment and feedback programme (2011-2014) investigated a range of technology-supported solutions to the assessment challenges of UK higher education.

These include scaling up innovative technology-enhanced approaches, embedding electronic assessment management, getting more from feedback and boosting student employability.

The programme's initial landscape review gave a clear account of the causes of assessment and feedback issues in UK , and a starting point for change. The programme's final report captures the projects' journeys and achievements, and provides a full summary of the learning across the programme. It highlights how technology applied appropriately can lead to something truly transformative.

Knowledge, themes and resources arising from this work have been shared with the sector in four themed short guides, project blogs and in a series of themed written and video case studies. Our assessment and feedback webinars and podcast, ' driving changes in assessment and feedback', provide further insights.

Read our quick guide for a summary of the programme's key themes and outputs. Explore our more detailed assessment and feedback accounts and our guide, ' effective assessment in a digital age' and its accompanying video case studies.

Keep informed

Our ongoing electronic management of assessment (EMA) project explores how technology can support the assessment lifecycle. Keep informed by joining our tech-enhanced assessment mailing list, via postings on our EMA blog or by following us on Twitter #jiscassess.

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The 20 projects taking part in our assessment and feedback programme (2011-2014) investigated a range of technology-supported solutions to the assessment challenges of UK higher education. These include scaling up innovative technology-enhanced approaches, embedding electronic assessment management, getting more from feedback and boosting student employability.