The University-wide Assessment & Feedback project engages with its partner programmes in a variety of ways, with approaches tailored to the needs of each. Mapping assessment activities, analysing the links between these within and across modules, and validating assumptions of prior learning from feedback has led to useful innovations in programme design. Certain issues, though, are common to many of the programmes: how to increase consistency and transparency in assessment. Continue reading
We have made a start on the first KOOCs (King’s Open Online Courses – for King’s students). The first approved KOOCs will be tailored to Bioscience Students on the themes of Academic Writing, Statistics and Ethics.
With this in mind we have designed a course structure to be followed by all courses, based on the learning design model: ICARE (Introduction, Connect, Apply, Reflect, Extend) -Hoffman and Ritchie, 1998- and inspired by other already familiar platforms such as FutureLearn or the Open University. This structure builds upon the familiarisation of the users with the system by reducing the learning curve and hopefully maintaining students motivation to learn (Tidwell, 2010). Continue reading
These are some observations on the design and running of formative and summative online examinations. A number of considerations need to be addressed while producing an online examination, whilst the logistics of the examination is important and in many cases the biggest worry, the pedagogical robustness of the examination is equally important, but not thought through well sometimes. Continue reading
Most students dread final examinations, sitting in a row in a big hall where they are asked to recall facts they have crammed in the past week (Fig 1).
But it doesn’t have to be just like that – other methods of assessment are already being used – and this includes formative assessment amongst others (eg peer, self, authentic assessments etc). Even blogs like this could be used.