Educational Governance Team Learning and Teaching Development Service Professional Services Academic Units are to ensure that there are written records of all moderation and scaling, including any notes from markers, any explanation of how disparate marks have been reconciled (if appropriate), and any minutes from Module Moderation Boards (if held). Records of moderation and scaling Read more about Moderation and second marking – keeping records[…]
Two alternative assessments were introduced by Newcastle University Business School, designed to meet diverse student and employer needs. Find out more from Angela Mazzetti.
Find out more about how listening and acting to student feedback, contact time with tutors and good quality staff support have helped develop a sense of learning community within Architecture.
This interdisciplinary approach to a flipped classroom gets students creating, engaged and sharing knowledge using short videos.
Students studying HIS3212 : Reconstruction and the New South, 1865-1914 are asked to find their own primary resources resulting in a variety of resources and a number of new insights.
Archaeology students submit an 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.
Dr James Gerrard used formative tests with postgraduate students which helps to encourage engagement with resources and contributes to better summative assessment grades.
Students in Dental Sciences are taking part in peer review. Discover how this is working and how PeerMark has helped make the process easier.
Team Based-Learning (TBL) was used in the MBBS curriculum helping students to develop team working skills and providing a forum for meaningful discussion.
This case study describes how formative tests are used in the School of Engineering to scaffold students learning prior to summative assessment.