Authentic assessment – a holy grail or just a fad?

Roundtable Discussion Notes A free-ranging conversation that viewed ‘authentic’ as a continuum rather than a specific endpoint. Three overlapping themes emerged: Aligning with what employers expect. Less then 10% of students stay in the HE system (including PG programmes). OverContinue reading… Authentic assessment – a holy grail or just a fad?

An institutional approach to align assessment and learning design

Clive Young and Simon Walker, UCL Education and Student Experience UCL aims to provide end-to-end support for programme teams, from conception through to delivery and review, with a particular focus on assessment. UCL has created a new Programme Development TeamContinue reading… An institutional approach to align assessment and learning design

Authentic master’s dissertations through student-community partnerships

Presenter: Anne Laybourne, Students’ Union UCL Format: Case Study/Individual presentation The dissertation is one of eight sections comprising the Postgraduate Taught Experience Survey. Overall satisfaction scores are high – 81% in 2020 – but sub-scores are lower; support with dissertation planningContinue reading… Authentic master’s dissertations through student-community partnerships

From 50 to 150: growing in numbers while improving in quality

Presenters: David Pérez-Suárez and Anastasis Georgoulas, Centre for Advanced Research Computing Format: Case study/individual presentation MPHY0021 is a postgraduate module on software engineering practices for research. Over the last few years, the cohort has approximately trebled in size which, alongContinue reading… From 50 to 150: growing in numbers while improving in quality

Reflecting on Assessment and Diversity at UCL Queen Square Institute of Neurology

Dr. Caroline Selai, Ms. Mina Uddin & Ms. Elisabeth Long During this well-attended and dynamic session, we reflected on giving and receiving feedback which is done within a relationship. Why do receivers of feedback sometimes perceive it as (i) criticalContinue reading… Reflecting on Assessment and Diversity at UCL Queen Square Institute of Neurology

Roundtable Discussion: Using the student voice to transform medical student portfolios

Roundtable discussion presented by Charlotte Hammerton, Carys Phillips; Taylor Bennie, Lizzie Vacher and Alison Sturrock from UCL Medical School Abstract The UCLMS clinical portfolio, which encompasses a range of mandatory activities involving assessment, feedback and reflection, was unpopular among students.Continue reading… Roundtable Discussion: Using the student voice to transform medical student portfolios

Using the student voice to transform medical student portfolios

Abstract Presenter: Charlotte Hammerton and Carys Phillips, UCL Medical School The UCLMS clinical portfolio, which encompasses a range of mandatory activities involving assessment, feedback and reflection, was unpopular among students. Further investigation through focus groups revealed students perceived the portfolio asContinue reading… Using the student voice to transform medical student portfolios

Feedback Practices in a Masters Programme – How can we Help Our Students to Better Understand Their Feedback?

Round table discussion presented by Dr Sumanjit Gill with co presenters Karen Matthewman and Dr Caroline Selai  Facilitated by Dr  Martin Compton This was a well attended discussion with contributions from attendees from around the UK in addition to departmentsContinue reading… Feedback Practices in a Masters Programme – How can we Help Our Students to Better Understand Their Feedback?

Providing a range of engagement options to support student abilities: a single module case study

Author: Jennifer A. L. McGowan jennifer.a.l.mcgowan@ucl.ac.uk Abstract A conversation that frequently appears in both pedagogy and the media is whether traditional assessment is inclusive to all learning types and appropriately reflects the range of skills that a student may have.Continue reading… Providing a range of engagement options to support student abilities: a single module case study

Providing opportunities for student soft skills development – a case study

Author: Jennifer A. L. McGowan jennifer.a.l.mcgowan@ucl.ac.uk Abstract As well as academic success, we pride ourselves at UCL on providing opportunities for students to learn soft skills (management, communication, leadership etc.) that will be of benefit to them in attaining and succeeding inContinue reading… Providing opportunities for student soft skills development – a case study

Can ‘ungrading’ change the way students engage with feedback and learning?

Dr Eva Mol; Dr Martin Compton – summary of our paper presented at the UCL Education conference 6th April 2022 Introduction ‘Ungrading’ is a broad term for approaches that seek to minimise the centrality of grades in feedback and assessment.Continue reading… Can ‘ungrading’ change the way students engage with feedback and learning?

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