Category Archives: Assessment & Feedback

The future is active – implications for future academic practice

I have been thinking about the future academic and the implications for academic development recently. The Open University’s ‘Innovating Pedagogy’ is an insightful annual report (http://www.open.ac.uk/blogs/innovating/), though I would love to see one for 2018. I have seen Mike Shales … Continue reading

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Enjoyment, anticipation, challenge as factors affecting personal intrinsic investment #heutagogy

In our research-informed development activities looking at learner non-engagement with formative assessment, with group work or with engaging in feedback, it is becoming clear that the lack of space given to developing learner ‘buy-in’ or developing ‘want’ is highly significant … Continue reading

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B plus or A minus? Assessment in the creative disciplines

I attended ‘B plus or A minus? Assessment in the creative disciplines’, part of a programme of events being run by the University of the Arts London last week. The venue, Central St Martin’s (CSM) new Granary Wharfe, is a … Continue reading

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Voices of Innovators #Twalk #audiofeedback

Two new toolkits have been developed on the Media-Enhanced Learning Special Interest Group site for which I am responsible. They signal a good shift for the nebulous group of innovators that comes the way of MELSIG according to it current … Continue reading

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From outside-in to inside-out (and possibly back-to-front) rethinking #feedback

Back in the 1990s I was a young developer working in the Learning & Teaching Institute at Sheffield Hallam University. One project that I was not directly involved with, but which I was present for, was on developing the use … Continue reading

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“Things that the mind already knows” – what is an assessment? #assessment #briefing

The American artist Jasper Johns, whose retrospective exhibition at the Royal Academy closed over the weekend, was fascinated with exploring the theme ‘Things that the Mind Already Knows’. He is perhaps best known for his interest in iconographic images, especially … Continue reading

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Learning obscured due to overcrowding

Following on from my previous post on the criticality of students being clear about their assessment, I note that Black & Wiliam (1998, pp. 9-10) make similar points, while talking about self-assessment, about the engagement of students with their assessment. … Continue reading

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