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Can projects be group work? Can we do a Dragon's Den style assessment and request a business plan and presentation as the project work?

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Better selection, better students, better projects, better reputation of the programme

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Better selection, better students, better projects, better reputation of the programme

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My view would be that our programs should aim for quality rather than quantity. We should consider entry requirements in terms degrees, backgrounds, as well as motivation letters. Better students in the program will make the program better - eg active, engaging students with ideas, and will also make it easier for academics to engage.

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Do the modules lead into each other logically and in good time? 

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Do the modules lead into each other logically and in good time? 

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What subject areas are missing or over represented?

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Do the modules fit with staff expertise (including for projects)?

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Do the modules fit with staff expertise (including for projects)?

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Is anyone else using peer marking, and if so how is it going?

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Is anyone else using peer marking, and if so how is it going?

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I'm using peer marking for one of my assessments and this has gone very well so far - there's a good correlation between staff and peer marks, and the students seem happy with it (and see the benefit to themselves of marking others using a rubric, it helps them reflect on their own work).

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Group work has been difficult for many students this year. 

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Group work has been difficult for many students this year. 

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How to improve group work?

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Should we introduce  presentations as part of the project assessment?  

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Should we introduce  presentations as part of the project assessment?  

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EFS students give a assessed talk.

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would raising English language requirement help improve quality or  be biasing? 

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would raising English language requirement help improve quality or  be biasing? 

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group work should not be the majority of a module's assessment

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group work should not be the majority of a module's assessment

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The group work component varies in different modules from 10% to 60%

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Warwick has an attainment gap of 15% overall 

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Warwick has an attainment gap of 15% overall 

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Do we see this in PGT?

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Do we have too many small assessments like posters in some modules? 

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Do we have too many small assessments like posters in some modules? 

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Lots of small assessments are stressful for students and demand a lot of staff time

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This year a list of staff names and projects were circulated and students had to make contact themselves.

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Can we introduce a deadline for UK admissions? 

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Can we introduce a deadline for UK admissions? 

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With the intention of improving conversion rate and planning

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concern over having to remark all if moderator differs from original grade

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concern over having to remark all if moderator differs from original grade

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Can assessments and feedback be improved to reduce attainment gap 

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Can assessments and feedback be improved to reduce attainment gap 

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see attached report

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Tackling Racial Inequalities in Assessment in HE May 21