Innovative assessment

In response to academic integrity concerns and with a view to piloting a more authentic form of assessment within the biology curriculum, S317 (Biological Science: from genes to species) and S296 (Cell biology) plan to introduce a structured spoken assessment ‘Academic Discussion’ (AD) into their

Winner – Most Engaging and Immersive Presentation/Workshop, Day One – 15th eSTEeM Annual Conference 2026.

This project uses a mixed methods approach to investigate whether curriculum innovation in assessment design can address the disruption caused by generative AI in practical computing education.

This project reports on the design, implementation and evaluation of a sustainability-focused intervention across three undergraduate physics modules at different study levels.

The aim of this project is to evaluate the level of student engagement with the online quizzes on S217 Physics: from Classical to Quantum, comparing the current model of assessment with a formative thresholded assessment model which has been shown to have a marked positive impact on stud

The aim of the project was to investigate any lasting impact on how mathematical sciences courses are now taught following the rapid shift in teaching practices during the pandemic.

The level two module Object-oriented programming with Java (M250) was rewritten for 2021, informed by student feedback and changes to our Level 1 offerings.

This project aims to investigate using dynamically shared marking documents to support new tutors. In the process it will also provide this group some additional mentoring, and it allow experienced tutors to reflect on their own work and to share and develop good practice.

Student engagement and learning is strongly driven by assessment feedback. On the interdisciplinary module SDT306 (Environment: Responding to Change), tutors grade and provide feedback against learning outcomes (LOs) using a marking grid.

Winner - eSTEeM Scholarship Projects of the Year Awards 2023.