Innovative assessment

This project was funded by the OU's Study Experience Programme New Models of Assessment and Tuition Project.

This project built on previous work between MCT and WELS (formally FELS) on language use and student attainment at level 1, including in the production of TU100.

Many Science Faculty modules have moved from their previous summative continuous assessment to formative but thresholded continuous assessment. The aim of the project was to evaluate this Faculty-wide change in practice.

This project centres around an online collaborative activity which was adapted from a face-to-face tutorial activity developed for students on S366 (Evolution).  In the activity, students each provided data, and suggestions about its interpretation, by contributing to a series of wiki pages.

Nowadays, new digital technologies provide educators with increasingly diverse opportunities for assessing students’ understanding through media other than conventional text – for example web pages, videos, posters, PowerPoint presentations, podcasts and graphics, all of which can be submitted el

This project was set up to evaluate the effectiveness of the models of assessment devised for the new Level 1 course, TU100: My Digital Life. Assessments and tutor guides based on novel models had been prepared by a small group of staff, including the investigators.

This project investigated the use of the argument mapping technique for helping Computing and Technology students with developing their argument analysis skills. The focus was on scaffolding of these skills through interactive computer-marked assessment.

This project undertook an investigation of the use of peer assessment in distance teaching. After reviewing evidence from within and outside the institution a number of pilot studies were undertaken. The Workshop tool in the Moodle VLE (Virtual Learning Environment) was evaluated.