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Assessment and feedback


 

Designing peer-assessed coursework for students engaging in complex creative tasks

Dr Carlos Matos and Mr Nuno Barreiro, Department of Computer Science

We present a design of peer-assessed coursework for practical modules where students from diverse backgrounds engage in complex creative tasks, acquiring professional and transferable skills. Read more here

 

The Unessay: Diversifying Assessment & Making Space for Creativity and Innovation in a Diverse Student Cohort

Dr Akil N Awan, Department of History

In this teaching initiative, students were given the option of producing an Unessay; a creative alternative to essays that diversified assessment & made space for creativity and innovation in a diverse student cohort. Read more here

 

Using Snagit to produce formative feedback for the micro-placements scheme

Louise Ogle, Ellen Jarman, Liz Wilkinson, Emma Baker, Jo Edmondson, Careers & Employability Service

Snagit video feedback was shared with 55 students who applied for the micro-placements scheme. This produced a richer output than more closely replicated face-to-face feedback and was an engaging and useful form of careers education for students. Read more here

 

Mozart’s Operas: History, Performance, Criticism, and Diversity

Dr Mark Berry, Department of Music

This case study shows how a trip to an operatic performance with a BAME cast can be linked to broader course aims and key curriculum themes.  Read more here.

 

Using a field journal in combination with social media to teach field work and species identification skills

Dr Becky Thomas and Professor Julia Koricheva, School of Biological Sciences

Our teaching innovation involves the introduction of a field journal assessment in combination with a Facebook group on a Practical Field Ecology course... Read more here

 

‘Brands & Branding’ Assessments

Dr. Chloe Preece, School of Management

‘Brands and branding’ involves a group assignment designed to engage students through the use of the fictional character James Bond and an essay that enables students to focus on their future career goals... Read more here

 

A coursework assessment that fosters independent learning and that rewards creativity

Professor Kathy Rastle, Department of Psychology

In this coursework assessment students were required to construct a conversation between B.F. Skinner and D.Broadbent on any topic in Psychology and in any format. It encouraged independent study and rewarded originality and creativity, requiring them to engage with the material more intensely than is typically the case in our other courses…Read more here

 

‘Dragon’s Den’ City Marketing Pitch

Dr Oli Mould, Department of Geography

The assessment method for my half of the ‘Cities: Economies and Societies’ module is based around a business-marketing scenario – in which the students act as city promoters, ‘pitching’ a city to a team of investors, made up of lecturers and external people from the business world (à la Dragon’s Den, the famous BBC programme)…

Read more here

 

Diversifying assessment: How Ebay, Mary Portas and TechHub can help improve student engagement in an MSc e-business course

Dr José-Rodrigo Córdoba-Pachón, School of Management

The innovation this year was to enable students to choose their own assignment pathway in order to meet the criteria. Based on their aspirations I proposed four generic assignment topics to students, asking them to suggest others…Read more here

 

Peer marking and critical evaluation of mathematical writing

Dr Mark Wildon, Department of Mathematics 

Mathematics students often have a reasonable idea of how to solve a problem but then struggle to write it down. They may also have an exaggerated idea of how clear their work is to others. This initiative encourages students to think critically about their mathematical writing by peer-marking a question in the fourth year combinatorics course…

Read more here 

Embedding critical perception through key skill acquisition: using source analysis portfolios for the study of comparative genocide

Dr. Rebecca Jinks, Department of History

This initiative describes an innovative and inclusive formative assessment task which asks students to engage deeply with a variety of perspectives on and experiences of genocide, and which at the same time develops certain key skills. Read more here

 

Synergic overlap: Matching strategy to method in a group assignment

Dr Mikko Laamanen & Dr Mikael Andéhn, School of Management

This innovation involves an assignment, overlapping two separate parallel running courses, that endows the cohort of students with the rare chance at developing their professional skills in understanding, integrating, and applying knowledge from multiple topics to solve a single assignment. Read more here

 

Developing a feed-forward assessment using the peer marking facility on Turnitin

Dr Alex Dymock, School of Law and Martin King, Educational Development

This project aimed to enhance, promote and streamline pedagogically sound approaches to assessment, and included opportunities for reflective practice. Read more here

 

Research replication: Improving research methods and critical analysis in student learning

Dr Michelle Bentley, Politics and International Relations

This case study involves using research replication as assessment on a PGT module in Transnational Security Studies… Read more here

 

Flipping the presentation: reflective practice, pedagogy, and technology

Martin King, Educational Development

This oral assessment in Law involves students producing a short video presentation on a given topic, uploading it to the streaming video service and watching it in order to give self-feedback on their performance. Read more here

 

Peer Assessment for final year management students

Dr Sigrun Wagner, School of Management

Peer assessment was introduced as a means of disseminating feedback to students on their writing to enable them to act upon it when writing their summative assignment. As peer markers, students gained insight into the marking process and could see what was expected from the essay. Peer assessment shifted the class from a teacher-centred approach towards a student-centred approach…

Read more here

 

Setting up a Teaching Circle to Support Postgraduates New to Teaching

Dr Nicholas Allen, Department of Politics and International Relations

When I joined Royal Holloway in 2009, with the support of several enthusiastic postgraduate tutors, I set up a  formal Teaching Circle…Read more here

 

"Pecha What?" Exploring Pecha Kucha as Formative Assessment

Dr Katharina C. Husemann, School of Management

Pecha Kucha student presentations was used as an innovative and technology-enabled technique of providing students with formative assessment... Read more here

 

Enhancing postgraduate students’ engagement in research

Polly Dalton, Ryan McKay, Dawn Watling, all from Department of Psychology

The team developed the MSc unit ‘Topics in Psychological Science’ into a popular and successful component of one of the MSc programmes, which aimed to develop students’ ability to present scientific information clearly and accurately…  Read more here