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Example 1 - Role-playing midwives Jill Scanlan uses a real-life scenario to give her midwifery students an authentic role-playing experience. |
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Example 2 - Integrated assessment with an optional assignment Roslyn Reilly's students gain a better understanding of research processes through an integrated assessment scheme of three compulsory parts and one optional component. |
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Example 3 - Discouraging collusion Barbara Roberts has developed an integrated strategy to educate students about the rules concerning collusion. |
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Example 4 - Imbuing students with higher order thinking skills of analysis and critique Bernadette Lynch combines content and academic skills learning in her assessment approach. |
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Example 5 - Integrating essential skills Birgit Loch, Linda Galligan and Jill Lawrence use a full-program approach with nursing, maths, IT and literacy skills and knowledge integrated into the work at every stage. |
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Example 6 - A combined approach Charmaine Ryan uses a combination of exam and group-work with an individual component. |
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Example 7 - Using the discussion board for assessment Dawn Birch uses an online discussion board environment for her assessment on her course on promotional management. |
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Example 8 - Evaluating sources Linda De George-Walker has a scheme that includes the requirement that students must evaluate the relevance and credibility of their sources. |
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Example 9 - Problem-based learning with a self-assessment component Linda De George-Walker uses a four-part scheme and requires students to mark some of their own work. |
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Example 10 - Scaffolded assessment on the tertiary preparation programme Lindy Kimmins' course has a developmental aim and the structure of the assessment tasks is scaffolded. |
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Example 11 - Encouraging critical thinking Lorelle Burton uses an assessment scheme that is designed to build students' academic skills and encourage critical thinking right from the start of their studies. |
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Example 12 - A practical programming task Mark Phythian's assessment task is a design-based programming task in assembly language, ie the language at the level of the microprocessor |
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Example 13 - Aligning learning objectives and marking effectively Peter Gibbings maps learning objectives to the assessment scheme and uses spreadsheets for quick and effective marking. |
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Example 14 - Ongoing practical assessments Martin Crook assesses students' musical performances in an ongoing process. |
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Example 15 - Developing academic skills Cassandra Star has implemented an assessment scheme designed to teach students how to use resources, reference to appropriate academic standards, and develop information literacy and academic writing skills. |
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Example 16 - Hands-on experience and higher order skills Kim Southey uses a complementary scheme that gives students a practical, hands-on recruitment experience as well as developing academic skills. |
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Example 17 - Developing the written communication skills of maths students Tony Roberts teaches and assesses his maths students on their written communication. |
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Example 18 - Academic integrity: development of students' awareness Dr Cassandra Star outlines her use of Turnitin as part of the process of developing academic skills. |
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Example 19 - Using Moodle quizzes to encourage student engagement This is a Camtasia Relay presentation by Michael Baczynski, Lujer Santacruz and Dr Peter Phillips, all from the Faculty of Business. The presentation focuses on the use of Moodle quizzes to encourage student engagement, increase the flexibility of assessment tasks and reduce overall teaching workload through the semester. Specifically, it outlines the use of the essay format in the course FIN2105: Portfolio Management. |
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