Category Archives: Assessment & Feedback

The design and use of formative and summative assessment

Creative Assessment

Posted on December 15, 2023 by Andrew Middleton

In this episode of Exquisite Education, Andrew and Beatriz consider what we might understand by the term ‘creative assessment’. They discuss this in relation to a new sector-wide initiative that invites any educator to discuss and share ideas and practice relating … Continue reading →

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Creative Assessment – what is it?

Posted on December 15, 2023 by Andrew Middleton

In higher education assessment is recognised as a driving force for student engagement and curriculum design. How does this tally with a desire for active student-centred learning? How can it accommodate the artistry in the academic practitioner who seeks to … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Assessment & Feedback, Creativity, Learner Engagement, Media-enhanced feedback, Media-enhanced learning, MELSIG, Social Media for Learning | Tagged , , | Leave a comment

Being smarter than AI – rethinking our assessment design?

Posted on January 31, 2023 by Andrew Middleton

The discussion channels used by educational developers have been dominated by the topic of ChatGPT since the New Year. There are two dimensions to this: concerns over academic integrity and the opportunity ChatGPT and other AI tools bring to assessment. … Continue reading →

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Connecting curiosity, creativity and criticality

Posted on December 11, 2021 by Andrew Middleton

In this post I explore creativity and critical thinking and how they connect with the fostering of curiosity. This post continues my exploration of curiosity as a state of learning in which learner motivation and agency are central. Following on … Continue reading →

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Playing with divergence and convergence: designing #ActiveLearning

Posted on December 11, 2020 by Andrew Middleton

Active learning is a process of opening up and closing down possibilities. Whether you look at course, module, session or activity design, knowing that your role as an academic is to play with divergence and convergence can be really helpful. … Continue reading →

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Feedback: where learning begins #activelearning

Posted on September 13, 2020 by Andrew Middleton

While the title of this post is intentionally contentious, it allows me to reflect on one or two recent discussions and reinforce some key ideas about active learning design, especially in the context of ‘unified’ active learning (UAL): how it … Continue reading →

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Conversational Learning Spaces for #activelearning

Posted on October 3, 2019 by Andrew Middleton

In an earlier post I referred to Learning Walks as conversational learning spaces. As such, they exemplify active learning spaces. The focus on conversation as a dimension of active learning is at the heart of the rationale for advocacy for … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Applied Learning, Assessment & Feedback, Belonging, Co-operative pedagogy, Creativity, Digital Placemaking, Employability, Learner Engagement, Learning Space and Place, Literacies and Intelligence, PhD, Social Media for Learning, Studio and Studio-based Learning, Walking | Tagged , , , , , , , , , , , , , , , , , , , , | Leave a comment

Competition and co-operation in the #activelearning classroom

Posted on August 3, 2019 by Andrew Middleton

I have been reading a great paper this morning on the use of Instagram memes by students studying art at Central St Martins (Burns et al., 2016). Amongst the many themes present in the paper, I picked up on one … Continue reading →

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Table gallery for Media-Enhanced Teaching & Learning #activelearning #ARUengage

Posted on June 26, 2019 by Andrew Middleton

I led three workshops at yesterday’s Engage Learning & Teaching conference at Anglia Ruskin University.. In one of them, I used the table gallery technique that I turn to frequently as a way to engage participants in topics where there … Continue reading →

Posted in Academic Innovation, Academic Innovation and Possibilities, Active Learning, Assessment & Feedback, BYOD4L, Creativity, Learner Engagement, Learning Space and Place, Media-enhanced feedback, Media-enhanced learning, Scholarship and Research, Smart Learning & BYOD | Tagged , , , , , , , | Leave a comment

#Twalk – a new active pedagogy explained

Posted on March 28, 2019 by Andrew Middleton

This post, and the ones that will follow, reflect on the Twalk as a pedagogy. In particular, I consider how students can draw upon the conversational activity and use the data it generates as the basis for developing and explaining … Continue reading →

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