Supporting summative sustainability analysis using Blackboard formative tests
This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.
This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.
Dr Franck Michel, Senior Lecturer School of Modern Languages Humanities and Social Sciences What did you do? Treating Blackboard as an expansion of a module can encourage students’ to engage with the module content, with each other, and with the tutor. Who is involved? Franck Michel’s use of Blackboard was commended in School of Modern Read more about Blended learning using Blackboard in the School of Modern Languages[…]
The School of Modern Languages us Blackboard discussion boards to encourage students to demonstrate their regular use of languages.
Dr Nick Cook, Senior Lecturer School of Computing Science, Agriculture and Engineering What did you do? Blackboard Module Design in Computing Science. Who is involved? Nick Cook and teaching staff in Computing Science. How do you do it? The School decided to address inconsistencies with the layout of modules on Blackboard following some confusion and Read more about Layout for Blackboard modules[…]
Professor Caroline Walker-Gleaves used formative feedback extensively with final year students to improve professional skills.
Canvas quizzes can encourage students to keep up with the pace of the course and engage with the learning material. Hear from Dr Nick Riches who shares how he successfully embedded quizzes in his module.
Existing ReCap recordings were edited to produce short videos to capture single exercises or ideas. Find out how this worked with Undergraduate Engineering students.
Module leaders worked collaboratively to create an assessment that related to authentic clinical practice of pain management. A number of approaches were used to achieve this including mapping out the module design and using rubrics in the assessment.
Making use of module roadmaps has helped students get the most out of their learning, reduced ten page documents down to one and resulted in learning activities and expectations being communicated ‘at a glance’. Rosalind Beaumont shares how this approach has been used in the HaSS Faculty PGCert in Research Training.
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.