assessment – Digital Education

In her chapter in the recently published book ‘Languages at work, competent multilinguals and the pedagogical challenges of COVID-19’, Cecilia Goria describes the positive response of staff to the enforced move to teaching online due to the pandemic. This phase was described as Emergency Remote Teaching (ERT) – the quick unplanned response to the lockdown. Hodges et al. (2020) describe the speed with which this move to online instruction happened is ‘unprecedented’ and ‘staggering’. Continue reading “Using student media assignments” →

Evaluation and Reflection

Lessons learned and looking forward: reflecting on online assessment in the IoPPN during the COVID-19 pandemic

8th December 20208th December 2020 kcl ctel

The COVID-19 pandemic resulted in the university cancelling all in-person examinations and offering alternative online exams. As a collaboration between the IoPPN and King’s Academy, we wanted to gain a snapshot of the impact these changes had on PGT students. The focus at King’s is often on UG students and so we wanted to explore the views our PGT students across a number of programmes. As King’s considers a move towards more online submission and marking of coursework, the introduction of alternative assessments in a digital format and, of course, the use of online examinations software tools, we hope that this data on what students think and feel and think about the approaches taken during 2020 will help inform the best way forward. Continue reading “Lessons learned and looking forward: reflecting on online assessment in the IoPPN during the COVID-19 pandemic” →

Technologies

The Do’s and Don’ts of PeerMark

23rd April 202024th April 2020 kcl ctel

Feedback is a vital component of the assessment process. Providing meaningful feedback to students is central to developing both learner competence and confidence and is, in the words of Hattie & Timperley (2007), “the most powerful single moderator that enhances achievement”. However, figures from the National Student Survey (2019) show that many students across UK universities are largely unsatisfied with the feedback they receive on their work. Teaching staff are therefore often tasked with finding new and innovative methods of increasing both the quality and quantity of student feedback as a way to enhance the learning experience. Continue reading “The Do’s and Don’ts of PeerMark” →

Evaluation and Reflection, Pedagogy

Part 2: Navigating the VLE for an assessment treasure hunt

25th March 201918th July 2019 kcl ctel

This article has been divided into two parts. Part 1 includes Problem & Chosen Solution and Part 2 discusses a short assessment of the outcome.

This academic year we tried something new to get students to engage with assessment material. We set them a treasure hunt to find key information about their assessment. All those who followed the instructions and obtained the correct information were entered into a prize draw for a £15 Amazon voucher. This blog describes how we designed the task, what happened and what we learnt about our own assessment.

Continue reading “Part 2: Navigating the VLE for an assessment treasure hunt” →