Innovative assessment

Recent news on wildfires, flooding and heatwaves illustrates the effect of climate change on humankind. Closely linked is the issue of sustainability, the wise use of resources now so that we and future generations can enjoy a reasonable standard of living.

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 of the 6th eSTEeM Scholarship Projects of the Year Award 2023.

Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category - Innovative/Original Approach to Teaching.

This project used analytics information to investigate student engagement with, and attitudes towards, the online interactive quizzes that form part of S217 Physics: from Classical to Quantum.  

This project aimed to understand assessment and how it is communicated to students in Level 1 Science with application across STEM subjects.