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Assessment and feedback


Pandemic as a learning opportunity to enhance numeracy skills in management students via a written assignment in MN1105

George Rigopoulos, Asmat Monaghan, Najmeh Hafezieh, Abdul Shahid, José-Rodrigo Córdoba-Pachón, Vedanthachari Lakshminarasimhan, Mandis Khayati Gargari, School of Business and Management

This innovation enhances practical use of numeracy and quantitative methods through an almost real situation and empowers students to better understand policy implications during or after the world coronavirus pandemic. Read more here


Assessing students through skeleton arguments to improve engagement and diversify their transferable skills

Dr Eugenio Vaccari, Department of Law and Criminology 

Rather than asking students to discuss the most likely outcome of a scenario based on existing case law (traditional assessment method), I asked my commercial law students to behave like lawyers and to advocate a case in front of a court (skeleton argument). Read more here


Use of integrated technology for collaborative group assignments

Shobana Dissanayeke, Biological Sciences and Rebecca Lewis, E-learning

This assignment was conducted with all students working remotely yet able to deliver a single collaborative piece of work. Both scientific and creative, it allowed students to demonstrate a range of different strengths and skills regardless or geographical location. Read more here


Using film to learn adult psychopathology

Dr Nuno Nodin, Department of Psychology

This formative assessment helps students to better understand and engage with their learning in adult psychopathology  by providing relevant popular culture material for them to practice skills that they will need to apply in the course’s exam. Read more here


Assignment Guidance Using Video Podcasts

Dr Aislinn O’Connell, Dr David Yuratich, Dr Michelle Webster, Dr Rita D’Alton-Harrison, Dr Pinar Canga and Mr Stefan Brown, Law and Criminology & Social Work

In our teaching innovation, we used Panopto to record short video assessment podcasts at undergraduate level; these provided advice in a uniquely accessible format for students undertaking coursework. Read more here 


Creativity first, Science follows

Dr Clive Cheong Took and Dr Steve Alty, Department of Electronic Engineering

On “Fundamentals of Biomedical Engineering”, we have addressed the common problem of abstraction associated with STEM subjects using a project-led learning approach. One of our objectives was to ensure that the teaching on the module and specifically the type of assessments were appropriate for DDS students to minimise anxiety over assessments. Read more here


Mini Academic Conference for Students on ‘The Other Side of Enlightenment: The 18th Century in Literature, Theory, and Film’

Dr James Smith, Department of English

Adopting a Mini Academic Conference as the final assessment on a third-year module gives students the exciting experience of one of the privileged means professional academics have of presenting research, receiving feedback on works in progress, and intervening in each other’s ideas. Read more here


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 

Breaking down barriers to student engagement and attainment through the decolonisation of curriculum and diversification of assessment practices

Dr Lyn Johnstone, Department of Politics, International Relations and Philosophy

My teaching initiative diversifies methods of assessment, encouraging students to draw on their experience, knowledge and interests, while also connecting with their aspirations and identities. Read more here


Using Teams to create a one stop shop for student-staff meetings

Hui-Fai Shing, Michael Naef, Economics

We created a dedicated Team encompassing a channel for each member of staff to conduct personal advisor meetings and feedback sessions. Feedback sessions were then integrated into student timetables and staff were trained on how to operate these.  Read more here


Video Assessing Comparative Political Leadership

Dr Sofia Collignon, Department of Politics, International Relations & Philosophy

This innovative assessment shows students that political issues manifest in our everyday life, affecting us all and that they have the power to change the world. The assessment is designed on a way that self-motivation becomes the key driver for success. Read more here


Encouraging Recycling Through Digital Innovation

Dr José-Rodrigo Córdoba-Pachón, School of Management

To enable students to apply ideas or concepts to solve problems related to their physical surroundings, an assignment was set that asked them to propose digital solutions to the complex of issue of recycling. 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