Using structural and stylistic domains within formative feedback to enhance students’ writing and communication at Level 3
Professor Caroline Walker-Gleaves used formative feedback extensively with final year students to improve professional skills.
Search Results for: formative
Over the Threshold: formative work in the first days at university
Archaeology students submit a formative piece, “What will I get from my degree?” near the start of Semester 1. Find out more from Dr James Gerrard in this Case Study.
Online postgraduate formative assessment
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.
Supporting summative sustainability analysis using formative tests
This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.
“Who wants to be millionaire” as a game to enhance students’ engagement and teamwork skills in life sciences curricula
Does the competitive nature of a game help to improve student knowledge retention, while making a seminar session more fun and engaging? Dr Alessio Iannetti investigated this and shares the results in this case study.
Developing diverse skill-sets, student engagement, and self-evaluation in a poster assessment
Dr John Holton, Senior Lecturer in Ancient History, describes designing a poster assignment for his stage 2 module that builds and tests diverse skill-sets, promotes student engagement by enabling students to self-select and then personally research their choice of topic, resulting in students showing an increased assessment confidence and unusually high engagement with the task.
Working in Partnership with the Academic Skills Team to Develop Effective Student Guidance on Designing and Producing an Infographic Assessment
Dr Angela Mazzetti from NUBS explains her partnership work with Liv Jonassen of the Academic Skills Team from the Library to produce engaging and informative assessment support videos on the subject of designing infographics for BUS2040, resulting in an improvement in student achievement, and increased confidence when engaging with the assessment.
The Magic of Scratch Cards for Immediate Feedback
Benjamin Bader, Senior Lecturer in International Human Resource Management in NUBS, combined the critical tenets of active learning and formative assessment by incorporating the active learning method of Immediate Feedback Assessment Technique (IFAT) scratch cards into the BUS3021 module, moving students away from the passive intake of information to a more engaged, dynamic learning process where they could apply their understanding to solve problems, think critically, while making learning enjoyable and stimulating.
Incorporating the Peer Mentoring Induction Period Challenge on United Nations Sustainable Development Goals into Teaching
Dr Helen Mason and Gabrielle Vallons explain how the Peer Mentor Induction Period Challenge on the UN’s Sustainable Development Goals is incorporated into first year teaching and delivered to students studying Nutrition and Dietetics, creating opportunities for students to submit group proposals for creative and innovative solutions to campus related issues with the potential to have lasting impact across the student body, alongside enhancing Peer Mentors’ personal and professional development.
Concept Mapping: a novel way of evaluating student understanding
As part of a doctoral research study, Dr Lucy Hatt, a Senior Lecturer in NUBS, conducted concept mapping workshops across all years of an undergraduate entrepreneurship programme. This case study explains how the workshops enabled the evaluation of students’ understanding of entrepreneurship and discusses the benefits of concept mapping as a tool to help students and educators visualise the development of conceptual understanding.