The Learning and Teaching Development Service can support academic and professional services colleagues in developing approaches to delivering effective assessment and feedback.
We can work with you to design bespoke workshops to fit in with your assessment and feedback needs to support you in:
The earlier you contact us, the more tailored the programme of support, based on the five workshop examples below, we can offer. We’d love to work with you right from the start, to support you in your assessment and feedback journey.
Your bespoke programme of workshops, devised in partnership with us, will be developed to suit your particular needs and context. Workshops typically last between 1-2 hours.
This session looks at the use of rubrics, marking schemes or marking criteria from both the staff and student points of view. You will explore making what is required of students explicit through the effective use of marking schemes. You will be encouraged to think about how such schemes can help with marking consistency how developing rubrics can help with structuring feedback. (2 hours)
What is assessment literacy, and why should you look to develop it? In this workshop you will explore assessment literacy and techniques to develop this in your students. We will look at self and peer assessment and dialogic feedback, exploring examples of effective practice and the pedagogic literature. You will explore the use of rubrics in relation to assessment literacy. (2 hours)
Taking team based approaches to thinking about assessment can reinvigorate how you approach your module assessment, though thinking about what the student experience is. Do they experience and range of types of assessment across their programme? What is the assessment load on students and can we work together to alleviate it? (2 hours)
In this session we will explore assessment for and of learning. We will look at what you want to assess, when, how and why. We will look at examples of effective assessment questions in your discipline, and examine what makes them effective from both staff and student perspectives. We will touch on the role of rubrics, marking schemes or marking criteria. Some time will be spent working in pairs on practical assessment question design. (3 hours)
The use of student self and peer assessment can help students develop their assessment literacies, understand how to approach summative assessment more effectively and learn how to use marking criteria to help structure their techniques for assessed pieces of work and exams. The use of some self and peer assessment can also alleviate marking requirements for staff. Together we will explore the range of self and peer assessment types you might consider, and explore what might be appropriate approaches in your subject areas. (2 hours)
You can get involved in projects which are developing and implementing comprehensive approaches to online assessment, marking and feedback, making online summative assessment possible across a wide range of assessment types and enabling the wider adoption of electronic submission and marking of appropriate student assignments.
The project focuses on
The project will include:
The benefits of online marking for students are clear:
This project aims to increase the amount of online submission and marking for appropriate assignments across the institution. A new link between NESS and Blackboard grade centre will also be promoted as part of this work.
If you are interested in either of these projects and would like to run a new online exam or start to mark online, or would just like to speak to someone to find out more please contact LTDS@ncl.ac.uk.
There is a great deal of support available to you and your programme/module team with online resources, case studies, advice and guidance:
Contact LTDS to discuss your assessment and feedback requirements.