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Designing Authentic Assessment

Dr Richard Osborne 6th February 2025 22nd April 2022 Leave a Comment on Designing Authentic Assessment
Designing Authentic Assessment

Presenter: Richard Osborne (MAPS) & Marieke Guy (Digital Education) Format: Workshop This workshop presented the results of a Jisc funded project that finished in 2014, which produced a range of tools and techniques to support the design of authentic assessments.Continue reading… Designing Authentic Assessment

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  • Authentic assessment – a holy grail or just a fad?
  • An institutional approach to align assessment and learning design
  • Better learning outcomes, better assessment
  • Authentic master’s dissertations through student-community partnerships
  • Assessment Without Grades: Co-Authoring With Students
  • From 50 to 150: growing in numbers while improving in quality
  • Reflecting on Assessment and Diversity at UCL Queen Square Institute of Neurology
  • Designing Authentic Assessment
  • Roundtable Discussion: Using the student voice to transform medical student portfolios
  • 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?
  • 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
  • Designing alternative assessments
  • Can ‘ungrading’ change the way students engage with feedback and learning?
  • Beyond traditional assessment: designing eportfolio-based assessment activities (workshop)
  • IDEAS (Inspirations for Digital Engagement Activities) to support feedback and assessment literacy
  • Reflecting about the BAME awarding gap at UCL Economics
  • Improving student support and engagement across years – student providing ‘advice for future students’
  • MAPS faculty task group to provide baseline student exam preparation support
  • Co-learning with my students: supervising literature-based dissertations within education contexts.
  • A mixed-methods research study to evaluate the clinical apprenticeship model at UCL Medical School
  • Learning Robotics through Blended Teaching Methods
  • Authentic assessment – a holy grail or just a fad? 
  • Research, Pitch, Publish: Preparing comparative literature students for the creative industries
  • Will physical classrooms soon be extinct? What is the role of electronic case-based learning in medical education? A review of the literature
  • Demo of embedded SlideShare and PDF version of PowerPoint slide decks in a post

Post Themes & Categories

  • Conference/Post Themes
    • Assessment for wellbeing and student success
    • Authentic assessment practices
    • Collaboration and group assessment
    • Feeding back and feeding forward
    • Inclusive assessment practices
    • Sustainability in assessment
  • Contributor
    • Staff
    • Student
  • Submission type
    • Asynchronous
    • In-person presentation
    • Market place stall
    • Round table discussion

Tags

2022 (1) active participation (4) assessment (2) audience (1) authentic (2) clinical apprenticeship model (1) clinical teaching (1) Collaboration (2) employability (1) engagement (2) eportfolio (1) learning design (2) observership (1) peer (1) real world (1) review (1) skills development (2) soft skills (1) structure (1) student feedback (2) team member (1) technology (1) time (1) transferable skills (2)

Recent Comments

  • Karen Shackleford-Cesare on Co-learning with my students: supervising literature-based dissertations within education contexts.
  • Vic Brown on Co-learning with my students: supervising literature-based dissertations within education contexts.
  • Karen Shackleford-Cesare on Demo of embedded SlideShare and PDF version of PowerPoint slide decks in a post

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