Dr Kate De Rycker describes how she designed public-facing alternative assessments in Renaissance literature modules so students can demonstrate their ability to translate complex academic knowledge into real-world outputs such as theatre programmes, exhibition guides and teaching packs while retaining academic rigour through the inclusion of a rationale.
Dr Kayvan Pazouki describes a Postgraduate engineering project where mixed-discipline teams collaborate over a year on a design task. Assessment covers both output and teamwork, with structured feedback, peer review, and individual contributions shaping final marks and skill development.
Reflective oral assessments in which students present a professional report based on research outputs developed in a final-year Combined Honours module in HaSS (HSS3099).
This case study explores the design and use of Professional Conversations as an authentic oral assessment within credit-bearing career development modules, supporting reflective, work-related learning, and employability. Our challenge / opportunity Our 20-credit, year-long career development modules are structured around work-related learning, with a focus on personal and professional development, self-awareness, reflective practice, and skills Read more about Professional conversations as authentic oral assessment in career development modules[…]
Dr Carys Watts explains how embedding short overseas research projects into the curriculum gives bioscience students a structured, supported and equitable way to experience international research without committing to a full semester or year abroad.
In the Business School, Gill Holden and Fiona Thompson use peer assessment to ensure fairness in group projects.
Dr Rebecca Gill discusses how Professional Dialogue for Fellowship applications offers an alternative to a written application, enabling participants to demonstrate their evidence for Fellowship recognition in a mode that best suits their preferences and needs.
A personal reflection from Dr Elise Pegg, Senior Lecturer in the School of Engineering, on her experience of introducing digital exams into a module in the MSc in Biomedical Engineering using Inspera, the University’s digital exam platform.
How Tariq Shafi, Senior Pre-Clinical Lecturer at NuMed Malaysia, supports Stage 1 Medicine students to develop oral communication skills through a staged research communication task. The approach combines formative preparation, small-group presentation, peer questions and immediate feedback to help students build confidence and capability in a supportive environment Our challenge Oral communication is an important part of students’ Read more about Building students’ confidence and capability in oral communication[…]
Dr Amy Proctor describes how a new module was developed in SNES which embedded continuous reflection in taught sessions and through a reflective essay assessment.