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Case Study Repository

Blogging Student Essays


Short Account of Practice

Students posted coursework in the form of written essays to a class blog. Each blog post was then discussed by fellow students in the comments section.  This case study evaluates the successes and lessons learnt from having students read and respond to each others' work.

Keywords: peer review, formative essays, blogs, academic integrity, computer science

View External Case Study Computer Science Formative
School of Informatics, University of Edinburgh
Other

Mobile phones to aid preparation for exams


Short Account of Practice

Live digital question and answer submissions to lectures were facilitated by Meetoo polling technology.  It was found that this approach had a really positive impact on the students' understanding of key concepts, with the lecturer being able to respond in real time to gaps in understanding or misconceptions.

Keywords: Meetoo, mobile apps, quizzes, questions, srs, medicine, biomedical sciences

View Case Study Medicine Formative
Biomedical Sciences/ University of Oxford
Other

Instilling collaborative and reflective practice in engineers


Long Descriptive Account

Team-based learning (TBL) was used to prepare students prior to undertaking a group project.  This case study demonstrates how the established TBL approach can be used in a novel way to improve the achievement of learning outcomes.

 

Keywords: Employability, team based learning, collaboration, reflective practice, subject mastery, civil and structural engineering,

View External Case Study Engineering and Technology Formative, Summative, Continuous

Matthew Greetham, Kate Ippolito

Civil and Environment Engineering/ Imperial College London
Other

Using an e-portfolio to facilitate a reflective critical commentary


Long Descriptive Account

An e-portfolio was introduced to assess an optional second year module in early modern Spanish studies, as an authentic alternative means of formative and summative assessment.  OneNote Class Notebook was selected to scaffold the reflective process for students.

Keywords: portfolio, online assessment, e-portfolio, reflective, experiential learning, groupwork, Spanish

View Case Study Languages (English, EFL and other) Formative, Summative

Prof Isabel Torres, Aideen Gibson

School of Arts, English and Languages
QUB

Screen-casting for enhanced and manageable large group feedback in language learning


Short Account of Practice

In this case study, students created videos which were graded by individual tutors. Students were given video feedback via Moodle.  The programme coordinator also used screen-casting technologies to develop generic, large group feedback.

Keywords: dialogue, screencasting, rubrics, video feedback, generic whole class feedback, Moodle, whole-class feedback, languages

View Case Study Languages (English, EFL and other) Formative
Maynooth University
Other

Formative Assessment in Apprenticeship Programmes


Short Account of Practice

Mobile technology was used to facilitate formative assessment and support learning in apprenticeship programmes.  Quizlet offered a fun way to reinforce learning, such as quick fire MC tests to ‘warm’ students up.

Keywords: technology enhanced learning, Quizlet, MCQs, apprenticeship, mobile apps, Quizzes,

View Case Study Engineering and Technology Formative

Richie Ryan, Gina Noonan, Eddie McElheron

Carlow Institute of Technology
Other

Using technology to facilitate effective assessment for learning and feedback in higher education


Long Descriptive Account

Students were engaged in service-learning, which is underpinned by experiential learning theory. The assessment for this course was a 5,000-word reflective journal, a critical incident report and a co-assessed oral presentation.

Keywords: learning journal, reflective, feedback, Mahara, Camtasia, video recording, employability, social sciences

View External Case Study Subjects Allied to Medicine Formative, Summative, Continuous
Glasgow University
Other

Numbas as an engagement tool for first-year Business Studies students


Long Descriptive Account

This case study reflects on the use of Numbas as a tutorial and assessment tool for first year Business Studies students over two semesters. The method was trialled as a way of providing timely and constructive feedback in a course with a heavy workload.

Keywords: maths, business studies, Numbas, student engagement, online assessment, CAA, management

View External Case Study Mathematical Sciences Formative

Tom Carroll, Deirdre Casey, Julie Crowley, Kieran F. Mulchrone

University College Cork, Cork Institute of Technology
Other

Using Writing Assignments as an Intervention to Strengthen Acid−Base Skills


Long Descriptive Account

Calibrated Peer Review (CPR) was used to implement writing assignments in a large enrollment two-quarter introductory sequence with the writing activities strongly emphasizing qualitative and quantitative problems in acid−base chemistry.  The writing assignment aided in closing the gap in student abilities between the honors and introductory courses.

Keywords: research, communication, writing, acids and bases, large classes, peer review, chemistry

View External Case Study Physical Sciences (Chemistry, Physics and other) Formative

Charles T. Cox, Jr., Jennifer Schwartz Poehlmann,Caitlin Ortega, and Julio C. Lopez

Stanford University
Other

Perfecting Peer Review with PeerMark


Short Account of Practice

In this case study, students completed a research essay and submitted a first draft which was reviewed by their peer(s) with guidance in the form of a rubric.  Each student was required to mark and provide feedback about one essay written by their peer using PeerMark, which is available through Turnitin.

Keywords: peer marking, essay-writing, Peermark, Turnitin, rubrics

View Case Study Dentistry Formative, Summative, Continuous
Newcastle University
Other

Introduction of Team-based Learning (TBL) into the MBBS curriculum


Short Account of Practice

This study concerns team-based learning, a collaborative method of learning that uses a flipped classroom approach. Students were put into permanent groups of approx 5-7 members.  Reading, team-discussions and scratch-card MCQs were implemented. Using a team approach, groups had to solve the problems together and decide on an answer to the questions asked on the scratch cards.

Keywords: Collaborative learning, flipped classroom, teambased learning, groupwork, self-directed learning, peer-evaluation, webPA, medicine

View Case Study Medicine Formative

Professor Danny McLaughlin, Dr Andrew Chaytor

Newcastle University
Other

Formative Assessment Using Mobile Applications and Peripherals in the Biosciences


Short Account of Practice

A progressive series of case studies is described with learning outcomes mapped to the benchmark statement for Bioscience from the United Kingdom's Quality Assurance Agency. Mobile applications and peripherals were used to encourage ‘Real-Life’ critical analysis in the biosciences. Students' reflections and staff commentary of the practice are also offered.

Keywords: mobile apps, real life examples, critical analyis, biological sciences, Human Physiology

View Case Study Biological Sciences Formative
Northumbria University
Other

Assessment Using Blackboard Learning Journals and Turnitin Feedback Tools


Long Descriptive Account

This study describes the use of Learning Journals and online marking tools on two Part 3 modules in an UG English Literature degree programme (‘Margaret Atwood’ and ‘Virginia Woolf and Bloomsbury’).  In these modules, learning journals replaced summative exams with the aim of embedding a wider range of assessment formats.  The relationship between this assessment format and improved student engagement, reflecting on opportunities to 'personalise' online marking tools to produce an enhanced marking experience is considered.

Keywords: Blackboard, learning journals, online marking, electronic assessment, student engagement, Turnitin, English literature

View Case Study Languages (English, EFL and other) Summative
University of Reading
Other

Formative self-and peer assessment for improved student learning


Long Descriptive Account

This study proposes that self- and peer-assessment requires careful design and implementation for it to be an effective tool for formative assessment. It explores the formative assessment process in 2 social sciences courses and the development of students’ capacities for giving feedback. It asserts that the continuous and timely involvement of the teacher are central aspects for successful self- and peer-assessment.

 

Keywords: peer assessment, self assessment, teacher-participation, assessment design, feedback, social sciences

View External Case Study Subjects Allied to Medicine Formative

Thomas Wanner, Edward Palmer

University of Adelaide
Other

Developing a procedure for learning and assessing peer review in a forensic science program


Long Descriptive Account

This study describes the development of a method for learning and assessing forensic peer review in higher education. It examines the use of checklists for reviewing case files and explores the PG taught science student perspective on peer review.

Keywords: Peer review, forensic science, checklist, toxicology, mock jury, moot court, biological sciences, chemistry

View External Case Study Social Studies Formative, Summative, Continuous

Hilary J. Hamnett, Amanda E. McKie

University of Glasgow
Other

Assessing teamwork: a measurement tool to evaluate team-work skills


Long Descriptive Account

Evidence from this study suggests that teamwork skills improve over time when taught and assessed.  A measurement tool was created that identifies performance criteria and behavioural markers indicative of excellence in teamwork. This tool was refined and used for developing teamwork skills in undergraduate education.

Keywords: creative arts and design, drama, groupwork, peer evaluation, self evaluation, learning outcomes, creative arts

View External Case Study Creative Arts and Design Formative, Summative

Emily Britton, Natalie Simper, Andrew Leger and Jenn Stephenson

Queen's University, Kingston, Canada
Other

Feedback and the first year experience in a multi-disciplinary skills module


Short Account of Practice

This case study aimed to embed technology-enabled feedback approaches across the critical skills module to impact student learning, increase engagement, compliment broader learning outcomes and reduce tutor workload. It involved a multi-stage essay assignment incorporating peer feedback, audio feedback, written feedback and rubric feedback.

Keywords: multistage assignment, rubrics, peer feedback, audio feedback, turnitin grademark, Moodle, multidisciplinary

View Case Study Multidiscipline Formative, Summative
Maynooth University
Other

Using automated feedback to consolidate lectures


Short Account of Practice

This case study involves a technology-enhanced formative feedback intervention within a first year Digital Systems module. The challenge of consolidating quantitative concepts delivered in lectures was addressed by the provision of automated formative feedback using Moodle quizzes.

Keywords: automated feedback, separating grades, feedforward, Python, Moodle Quiz, Moodle, quizzes, computer science

View Case Study Computer Science Formative
Dundalk Institute of Technology
Other

General feedback on exam performance


Short Account of Practice

Using a formative feedback exercise, students were able to reflect on their performance in a 'mock' exam to help prepare for a terminal summative examination. The examination was therefore connected to the actual classroom.

Keywords: Camtasia, video feedback, feedforward, generic feedback, social sciences

View Case Study Subjects Allied to Medicine Formative
Maynooth University
Other

Enabling real-time in-class feedback using unidoodle


Short Account of Practice

The aim of this case study was to determine how best to utilise student response systems in the classroom to obtain feedback from students which the lecturer could view and respond to. An app called UniDoodle was developed and tested.

Keywords: SRS, formative, problem solving, unidoodle,student feedback, electrical engineering

View Case Study Engineering and Technology Formative
Maynooth University
Other

Assessment and feedback in chemistry laboratories


Short Account of Practice

The aim of this study was to develop an online assessment and feedback strategy that would provide students with personalised feedback.  This feedback would be available for students to access after the lab session to review and thus reduce time during practical sessions devoted to verbal feedback.

Keywords: laboratory reports, rubrics, multistage assessment, online written feedback, chemistry

View Case Study Physical Sciences (Chemistry, Physics and other) Formative, Summative

Dr Blanaid White, Dr Aoife Morrin, Dr Teri Donaghy

Dublin City University
Other

Visual audio screencasts to enrich feedback and learner engagement


Short Account of Practice

An optional two-stage submission of laboratory reports was made available to the learners. The intention was to enable the learner to improve the quality of their work after the first submission, as they would receive feedback in the form of Visual Audio Screencasts.

Keywords: screencastomatic, document camera, ViA, video audio screencasts, video feedback, civil and structural engineering

View Case Study Engineering and Technology Formative, Summative

Stephen Harney

Athlone Institute of Technology
Other

Clickers for dialogic feedback in the early years care and education classroom


Short Account of Practice

This study addresses the challenge of creating an environment conducive to open discussion. Clicker technology was introduced to a module which required guided reflection, helping to create an environment which engaged all students and provided for dialogic and peer feedback.

Keywords: guided reflection, multidiscipline, application questions, group discussion, decision making, peer feedback, Turning Technologies, education

View Case Study Education Formative
Athlone Institute of Technology
Other

Feedback Strategies to support student learning of sociological concepts


Short Account of Practice

This case study focuses on providing opportunities for formative learning and increasing participation in a large class context through generic video feedback. The main aim of the study was to garner ongoing opportunities for feedback and dialogue in lectures.

Keywords: peer feedback, exemplars, Camtasia, Padlet, Moodle, social sciences

View Case Study Subjects Allied to Medicine Formative
Maynooth University
Other

Peer feedback as teaching in first year computer programming


Short Account of Practice

An online assessment feedback strategy was designed to actively engage first year students. The Peerwise system was used to implement a peer-assessment and feedback component to the module, supplementing traditional tutor-led formal feedback opportunities.

Keywords: Peerwise, peer assessment, MCQs, peer-feedback, online assessment, computer science

View Case Study Computer Science Formative
National Institute for Digital Learning, DCU
Other

Dissertations in 2nd year? Promoting assessment literacy for independent research


Short Account of Practice

This case study describes the constructive alignment of learning outcomes and details of assessment criteria to scaffold a reflective approach to dissertation. A course was designed to guide students through the process of conducting independent research and help them internalise standards for dissertation.

©*. Advance HE. All rights reserved.

Keywords: dissertation, year abroad, constructive alignment, deep learning, learning outcomes, assessment criteria, languages

View Case Study Languages (English, EFL and other) Formative, Summative, Continuous
University of Edinburgh
Other

Panopticon and the People


Short Account of Practice

A range of digital archive collections were used to engage students studying crime with primary sources. Students were tasked with building research on an individual offender and were able to gain an appreciation for and understanding of digital archives.

Keywords: critical thinking, digital archive, research based assessment, research, history,

View Case Study Historical and Philosophical Studies Formative
University of Liverpool
Other

Enhancing student engagement through assessment


Short Account of Practice

This case study describes the use of assessed group debates within an undergraduate elective module on ethics and moral reasoning. The debates were designed to enhance student engagement, cooperative learning, knowledge and skills.

©*. Advance HE. All rights reserved.

Keywords: student engagement, cooperative learning, group debate, electronic voting software, discussion forum, collaboration, philosophy

View Case Study Multidiscipline Formative, Summative
University of Abertay
Other

Developing Assessment Literacy and Engagement in Stage One BSc Computing Students


Short Account of Practice

Students were introduced to essential, non-technical skills by assessments framed to appeal to students' desire for more technical content.  They were also encouraged to take part in extracurricular, non-assessed activities such as hackathons, team challenges and mock assessment centres to help them engage with (and reflect on) the non-subject-related skills.

©*. Advance HE. All rights reserved.

Keywords: assessment literacy, student engagement, presentations, extracurricular activities, non-subject-related skills, computer science

View Case Study Computer Science Formative

Laura Heels, Steve Riddle, Lindsay Marshall

Newcastle University
Other

Implementing Peerwise to Engage Students in Collaborative Learning


Short Account of Practice

PeerWise was used for the first time at Ulster University in 2013/14 in a year one Biochemistry module with 195 students enrolled.  PeerWise encouraged an active approach to learning and facilitated students in creating a large bank of multiple choice questions for revision purposes.

Keywords: Large class, peerwise, active learning, MCQs

View Case Study Biological Sciences Formative
Ulster University
Other

Repositioning feedback: Incorporating video technology into a formative peer review process


Long Descriptive Account

This study outlines how digital video recordings and online discussion tools were incorporated into feedback. This was introduced to better prepare students in two modules within the Ulster Business School (UBS) for their end-of-year assessed presentations and professional conversations.

Keywords: peer assessment, peer feedback, video feedback, presentations, business studies, management

View Case Study Business and Administrative Studies Formative

Steve McPeake, Mark McCrory, Heather Farley, Kenny McCartan and Ian Smyth

Ulster University
Other

Scaffolding Problem Based Learning with Module Length Problems


Long Descriptive Account

In an undergraduate programme in Natural Sciences, a number of interventions to scaffold the student activities were introduced. These included less frequent but longer facilitation sessions, pre-session tasks (recommended reading, questions for discussion and detailed learning objectives) and assigned weekly questions.  Dedicated trained, subject-specific teaching fellows delivered the programme, rather than employing ad hoc graduate teaching assistants, to provide continuity. 

Keywords: problem based learning, physics, chemistry, research skills,

View Case Study Biological Sciences Formative

S Gretton, D Raine, C Bartle

University of Leicester, Coventry University
Other

Using blogs as student learning journals


Short Account of Practice

This study explores the use of Blogs as an effective means for the presentation of Learning Journals. It describes how Blogs provide a platform for keeping ‘field notes’, a central methodology in ethnomusicological research. It examines how blog sites allow for the construction of a module structured around the theory of ‘communities of practice’ and the notion that learning takes place through practice. It looks at how blogging contributes to the development of a valuable transferable skill in a world in which the internet is part of everyday life.

Keywords: Blogs, WordPress, communities of practice, learning journals, research led, musical performance

View Case Study Creative Arts and Design Formative

Dr Suzel Reilly

Queen's University Belfast
QUB

Improving the Effectiveness and Efficiency of Teaching Large Classes: Development and Evaluation of a Novel e-Resource in Cancer Biology


Long Descriptive Account

This study describes the development and evaluation of a blended learning resource in the biosciences, created by combining online learning with formal face-to-face lectures and supported by formative assessments. Teaching was delivered through a variety of media which included three main components; (1) an interactive online tutorial, (2) formative assessment in the form of multiple choice questions to allow self evaluation and (3) small group follow-up workshops, to encourage deeper learning. 

Keywords: online teaching resource, blended learning, student diversity, MCQs, deep learning

View External Case Study Biological Sciences Formative
University of Bath
Other

Development of an interactive learning tool for teaching rheumatology - a simulated clinical case studies program


Long Descriptive Account

A series of interactive web-based case studies were developed as a component of a formal summative assignment. The aim of this was to promote self-study and develop skills such as problem solving.  Students then applied investigative skills to diagnose a range of clinical rheumatological conditions.

 

Keywords: E-learning, rheumatology, clinical case studies, online case studies

View External Case Study Medicine Summative

Wilson, A, S, Goodall, J, E, Ambrosini, G, Carruthers, D, M, Chan, H, Ong, S, G, Gordon, C, Young, S, P.

University of Birmingham
Other

Diversifying Assessment: Reviews


Long Descriptive Account

In an English Literature module, one of the required essays was replaced with a formative review.  The new practice helped students both to engage more actively with the criticism and theory they are reading, and also to question the authority of the views of published critics more readily. Students began to identify unstated propositions and limitations in ideas and to develop an independent perspective.

Keywords: formative review, draft essay, collaborative, tutor feedback, english

View Case Study Languages (English, EFL and other) Formative

Dr Rebecca Johnson, Dr Philip O’Neill

University of Northumbria at Newcastle
Other

Diversifying Assessment: Reading dossiers


Long Descriptive Account

The amount of time students allocated to note-taking and independent research prior to completing their own extended piece of academic writing was increased.  They were also asked to produce a reading dossier.  The aim of this was to improve student understanding of the primary and secondary reading set, their ability to think critically about that reading and the use to which they should put it, and their ability to communicate their own insights.

Keywords: notetaking, academic writing, independent research, critical thinking, english

View Case Study Languages (English, EFL and other) Formative

Dr Rebecca Johnson, Dr Philip O’Neill

University of Northumbria at Newcastle
Other

Diversifying Assessment: Assessing students in seminars


Long Descriptive Account

Conventional assessment by essay and exam was replaced by a combination of oral and written assignment. This assessment strategy was designed to foster active and collaborative learning. This practice also increased the range of transferable skills available to students by testing their ability to present research.

Keywords: collaborative, active learning, individual presentations, oral assessment, written assessment, english

View Case Study Languages (English, EFL and other) Summative

Dr Rebecca Johnson, Dr Philip O’Neill

University of Northumbria at Newcastle
Other

Implementation of Pre-Lecture Resources to Reduce In-Class Cognitive Load


Long Descriptive Account

This case study describes an effective method to ease the cognitive load caused by new terminology and concepts in lectures. Online pre-lecture resources were developed that introduced key concepts of the relevant lecture and included a quiz for students to test understanding and identify misconceptions.

Keywords: online teaching resources, prelecture resources, discussion, blended learning, VLE, chemistry

View Case Study Physical Sciences (Chemistry, Physics and other) Summative
Dublin Institute of Technology
Other

Performance Assessment in Mathematics: Preliminary Empirical Research


Short Account of Practice

In this case study, a form of oral performance assessement was introduced into an undergraduate degree module by replacing a piece of coursework with a one-to-one tutorial discussion. The study explores some issues regarding implementing this form of assessment, some potential advantages and how this particular form of assessment was used.

Keywords: oral assessment, tutorial discussion, practice tests, assessment design

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Summative Peer Assessment of Undergraduate Calculus using Adaptive Comparative Judgement


Short Account of Practice

Adaptive comparative judgement was used to assess evidence of student's performance in creativity and sustained reasoning.  Assessment submissions were compared to construct a scaled rank order of students.

Keywords: peer assessment, expert-groups of assessors, written assessment, holistic judgement, conceptual understanding

View Case Study Mathematical Sciences Summative
Other

Assessment in a Moore Method Module


Short Account of Practice

This case study presents the assessment of a one year module taught with Moore Method and entirely based on problem solving.  Assessment was divided between participation in class activities and written work.

Keywords: Moore Method, problem solving, active learning, written assessment

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Continuous Assessment in a History of Mathematics Module


Short Account of Practice

In a third year history of mathematics module, assessment structure was designed to incorporate a variety of methods. This included essay-writing, peer-assessed posters for mini-projects and the solution of a mathematical question with the appropriate historical tools.

Keywords: essay writing, peer assessment, posters, mini-project

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Presentation of Applications of Pure Mathematics


Short Account of Practice

In this case study, individual posters and presentations were used as coursework for a third year Game Theory module.  The  assessment consisted of creating a poster which illustrated an application of game theory to real world problems and presenting it.

Keywords: posters, presentations, game theory, problem solving

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Online Quizzes as coursework for linear algebra


Short Account of Practice

Weekly online quizzes were used as a coursework component for a first year linear algebra module.  The case study found that the need for robust and efficient online assessment also has the potential to lead to a reduction in the lecturer's workload and to give a better understanding of topics that students struggle with.

Keywords: MCQs, online quiz, VLE

View Case Study Mathematical Sciences Formative
Other

Presentations in Galois Theory


Short Account of Practice

In this study, a presentation and group work were added to the assessment of a third year Galois Theory module.  The module syllabus followed a set textbook (Stewart, 2004) and as part of the assessment the students were asked to present chapters from this book in group presentations.

Keywords: group presentations, active learning, collaborative learning, groupwork

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Group projects in Applied Mathematics


Short Account of Practice

A group project was introduced in a first year applied mathematics module.  The coursework consisted of two presentations of the solution of an open-ended problem set by the lecturer and an individual written report.  Marks were accrued for the mathematical content as well as the style of the presentations and the use of the typesetting software LATEX.

Keywords: groupwork, transferrable skills, wiki, VLE, presenations, report writing, group projects

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Students Designing Assessment Questions


Short Account of Practice

This case study presents the assessment structure for a first year geometry module and a second year statistics module.  PeerWise was used within the modules' assessment, allowing students to create their own question and answer sets based on the course materials.

Keywords: student generated questions, questions, peerwise, geometry, statistics

View Case Study Mathematical Sciences Formative
University of East Anglia, Durham University
Other

Research Skills in Mathematics


Short Account of Practice

A new assessment strategy was developed for a compulsory third year mathematics module, involving assessement by a project.  The novelty of the assessment consisted of the introduction of students' CV writing skills, oral presentations and peer reviewing of project drafts.

Keywords: peer review, presentations, CVs, project based learning

View Case Study Mathematical Sciences Formative
University of East Anglia, Durham University
Other

Assessing Proofs in Pure Mathematics


Long Descriptive Account

This case study outlines a project which sought to develop and implement an innovative assessment on mathematical proof. The aim was to reduce the marking burden but maintain student engagement and learning from the process of writing proofs.

Keywords: proofs, assessment design, MCQs, student engagement

View Case Study Mathematical Sciences Formative
Nottingham Trent University
Other

Evaluating Assessment Practices in a Business and Industrial Mathematics Module


Long Descriptive Account

The main outcome of this case study was to investigate students' perceptions of the various assessments and assessment practices used on an undergraduate mathematics module. Quantitative measures of students' views were obtained as well as written comments on the various practices.

Keywords: work related mathematics, teamwork, problem solving, professionalism, report writing, employer seminars, business studies, mathematics, management

View Case Study Business and Administrative Studies Formative

Edmund Chadwick, Oana Radu

University of East Anglia
Other

Mini Projects and Library Tasks for Mathematics


Short Account of Practice

This case study presents the assessment strategy of a third year module called Information Skills in Mathematics.  The assessment consisted of three distinct tasks aimed at enhancing students' research, communication and presentation skills.

Keywords: mini project, research skills, literature search, LATEX, essay writing

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Group Projects with Individual Presentations


Short Account of Practice

A third year project module was assessed by the combination of a written group project with individual presentations of the same project, assessing both the group as a whole and the individual.

Keywords: group projects, individual presentations, employability skills

View Case Study Mathematical Sciences Formative, Summative
Other

Portfolios for Mathematics using Maple


Short Account of Practice

This case study recounts an assessment strategy for a first year computational mathematics module. The assessment consisted of a portfolio of questions and a mathematical modeling project developed using the mathematical software package Maple.

Keywords: computational maths, modeling, Maple, groupwork, presentations

View Case Study Mathematical Sciences Formative, Summative
University of East Anglia, Durham University
Other

Establishing Peer Mentor-Led Writing Groups in Large First-Year Courses


Short Account of Practice

This case study describes the results of a pilot project designed to improve students' academic writing in a large (200-student) first-year Agriculture class. A series of four two-hour Writing Group sessions were carved out of weekly scheduled lab times and peer mentors were trained to lead students through the writing process.

Keywords: Peer writing groups, mentoring, academic writing, communities of practice, agriculture

View Case Study Global Food Formative
University of Saskatchewan
Other

Providing focused feedback to individuals in large classes of first year undergraduates


Long Descriptive Account

This study involves a number of stages of formative feedback on an assessment. Students completed a formative practical report. They received corrections but no mark. Students then reflected on this piece which fed into a second formative report, allowing focused feedback on the individual needs of each student and a rough indication of a mark. The summative piece went through a process of peer review and then final changes were made before the final version was submitted.

©*. Advance HE. All rights reserved.

Keywords: large class, dialogue, feedback, peer review, reflective, report writing

View Case Study Biological Sciences Formative, Summative
University of East Anglia, Norwich Research Park
Other

PeerWisdom: Collaborative online Learning in Biology


Long Descriptive Account

Peerwise provides significant academic benefits to biological science students across diverse learning tasks, but with minimal instructor intervention. It is an online tool that fosters collaboration within the class and enables students to work flexibly at their chosen level on topics of special interest to them. This study indicates that effective engagement of students associates positively and significantly with high performance across all assessments in the course.

Keywords: genetics, student engagement, peer learning, collaborative learning, Peerwise

View Case Study Biological Sciences Formative, Summative

Dr Heather McQueen, C Shields, D J Finnegan, J Higham, M W Simmen

University of Edinburgh
Other

Using wikis and blogs for assessment in first-year engineering


Long Descriptive Account

Wikis and blogs were used as assessment tools to evaluate student progress in a Sustainable Engineering module. Students were asked to reflect on industry interactions, course content, self-awareness exercises and evaluate their individual contributions to a group project.

Keywords: wikis, blogs, online assessment, reflective, civil and structural engineering, electrical engineering

View External Case Study Engineering and Technology Formative, Summative

Elizabeth J Smith, Julie E Mills, Baden Myers

University of South Australia
Other

Talking with Students through screencasting: Experimentations with Video Feedback to Improve Student Learning


Long Descriptive Account

This case study explores the idea of screencast videos as a vehicle for more in-depth explanatory feedback, creating a better rapport and sense of support for the writer than that offered by traditional written comments.

Keywords: Jing, Dropbox, screencasting, video feedback, writing courses, draft essay

View Case Study Languages (English, EFL and other) Formative

Riki Thompson, Meredith J Lee,

University of Washington Tacoma
Other

Team Objective Structured Bedside Assessment as formative assessment


Long Descriptive Account

In this case study, teams of medical students undertook a set of structured clinical tasks with real patients in order to reach a diagnosis and formulate a management plan. They were then able to receive immediate feedback on their performance from a facilitator.

Keywords: feedback, teamwork, clinical skills, reasoning, TOSBA, structured and pre-defined tasks, medicine

View Case Study Medicine Formative

Richard P. Deane, Pauline Joyce, Deirdre J. Murphy

Trinity College Dublin
Other

Peer-group assessment of pre-clinical operative skills in restorative dentistry and comparison with experienced assessors


Long Descriptive Account

This case study investigates the feasibility of moving away from a tutor-assessed summative assessment to a peer-group marked assessment with more formative value. A study was undertaken to see if any differences existed between marks given by peer groups as oppossed to experienced assessors.

Keywords: formative, peer assessment, peer marking, preclinical skills, dentistry

View External Case Study Dentistry Formative, Summative

J. D. Satterthwaite, N. J. A. Grey

The University of Manchester
Other

Staff-student partnership in assessment: enhancing assessment literacy through democratic practices


Long Descriptive Account

In this case study, honours students had the opportunity to become partners in assessment. They self-assessed their oral presentations and negotiated their final grade with a member of staff, using their self-reflection as evidence to support their position. The students learned to think critically about their own work and direct their own goals for improvement.

Keywords: staff-student partnership, assessment literacy, democratic practices, learning community, peer review, social sciences

View External Case Study Social Studies Formative, Summative, Continuous

Susan J. Deeley, Catherine Bovill

University of Glasgow
Other

Peer-assessment of group work in a large class: development of a staff and student friendly system


Long Descriptive Account

Students participated in group-work, giving them the opportunity to act as both the presenting group and an expert panel to further the discussion with another presenting group.  The presentation and expert panel were graded by 2 members of staff and the students then engaged in peer-marking.  The students were asked to grade the contribution of their teammates. Students' individual grades were in proportion to their contribution to the group, encouraging participation.

©*. Advance HE. All rights reserved.

Keywords: group work, peer assessment, presentations, assessment panel, biological sciences

View Case Study Biological Sciences Summative

Barbara Cogdell, Chris Finlay, Mary McVey

University of Glasgow
Other

Student-Led, Individually-Created Courses (SLICCs): Enabling students to gain academic credit for extracurricular activities during the summer vacation and take ownership of their learning


Long Descriptive Account

Students embarked on student-led, individually created courses of experiential learning during an experience the students arranged for themselves over the summer vacation. Students reflected throughout their defined experience whilst collecting an e-portfolio of evidence of learning, which they reflected upon and curated for assessment.

©*. Advance HE. All rights reserved.

Keywords: Pebblepad, reflective, portfolio, independent learning, experiential learning, groupwork, multidisciplinary

View Case Study Multidiscipline Continuous

Dr. Simon C Riley, Dr. Gavin McCabe, Emeritus Professor Ian Pirie

University of Edinburgh
Other

Where is the protocol? Independent thinking increases student engagement in laboratory work


Short Account of Practice

In this case study, enquiry and PBL laboratory sessions were included in the delivery of a Biomedical Sciences programme.  Working in assigned small groups, students were provided with key literature and, during an initial tutorial session, were expected to design an experiment plan. The final assessment involved creating a report of the experiment.

©*. Advance HE. All rights reserved.

Keywords: Large class, viva, laboratory report, independent thinking, groupwork, peer learning, biological sciences

View case study Biological Sciences Formative, Summative
Abertay University
Other

Exploring active learning approaches to increasing student engagement through assessment and feedback


Short Account of Practice

A grading matrix for self/ peer assessment was used to enhance the learning of the topic through a formative assessment for learning approach. In a practical workshop, students were taught tooth morphology by carving teeth from soap. They were self-assessed to develop self-evaluation skills and they also assessed peers' carvings to reinforce understanding.

©*. Advance HE. All rights reserved.

Keywords: active learning, reflective, practical, self assessed, peer assessed, dentistry

View Case Study Dentistry Formative, Summative
Newcastle University
Other

Encouraging engineers to read: A book-based final year assessment


Long Descriptive Account

Final year Chemical Engineering students were required to identify a suitable book, broadly related to chemical engineering, to read and be assessed on. The reading was supported by a programme of lectures and discussion groups to engage students with the book as a concept and with the nature of reading more generally.

Keywords: books, reading, discussion, communication, continuous learning, chemical engineering

View External Case Study Physical Sciences (Chemistry, Physics and other) Summative

Grant M. Campbell, John Blunden-Ellisb, Frank Manistac

The University of Manchester
Other

Teaching undergraduates the process of peer review: learning by doing


Long Descriptive Account

This case study involves an active learning exercise used in an undergraduate science course. Here, students worked in groups to take on tasks that required them to seek, synthesize, and integrate information from a variety of sources. Their initial written reports were critically assessed by their peers.

Keywords: Peer review, active learning, research skills, enquiry-based learning, groupwork, pharmacy, pharmacology

View External Case Study Pharmacy Formative
McMaster University, Ontario, Canada & The University of Calgary, Alberta, Canada
Other

Collaborative Problem-Solving In First Year Physics


Short Account of Practice

A strategy for assessment with collaborative problem-solving in a first-year Physics class was designed. This involved “cycles” of attempting, writing up, submitting and receiving feedback on problem-solving scenarios, allowing workshop activities to feed into the assessments for the course.

Keywords: Laboratory report, workshops, groupwork, assessment cycles, problem solving, collaborative, physics

View Case Study Physical Sciences (Chemistry, Physics and other) Formative

Simon Bates   

University of Edinburgh
Other

Video-based feedback on student assessment: scarily personal


Long Descriptive Account

This case study proposes an alternative method of feedback in the form of individualised video recordings of the lecturer discussing each assignment. This research reports on 126 undergraduate and postgraduate students’ reactions to 5-minute videos recorded by their teachers.

Keywords: Video feedback, webcam, iphone, teacher training

View External Case Study Education Formative

Michael Henderson, Michael Phillips

Monash University, Australia
Other

But is it fair? Developing students’ understanding of grading complex written work through peer assessment


Long Descriptive Account

This study concerns an evaluation of two implementations of peer assessment, involving 81 students, in a UK university. In these implementations, all peer assessor grades were returned to students (not just mean grades). In this way, students were exposed to subjectivity in marking.

Keywords: peer assessment, marking reliability, writing development, complex learning, subjectivity in marking, biomedical sciences

View External Case Study Subjects Allied to Medicine Formative, Summative
Queen Mary University London
Other

Supporting active learning in an undergraduate geotechnical engineering course


Long Descriptive Account

Group-based ARS quizzes were integrated into an undergraduate civil engineering course on foundation design. Students believed that the group-based quizzes were useful activities, which helped to improve their understanding of course materials, encouraged self-assessment and assisted with preparation for summative examination.

Keywords: Active learning, audience response systems, peer interaction, groupwork, peer learning, quizzes, civil and structural engineering

View External Case Study Engineering and Technology Formative
Queen's University Belfast
QUB

Computer-Assisted and Peer Assessment: A Combined Assessment Approach


Long Descriptive Account

In a large class, consisting of ten compulsory biology practical classes, the first 4 were assessed using peer assessment; the remaining 6 were assessed by computer-assisted assessment (CAA) and marked by teaching staff.

Keywords: CAA, peer assessment, laboratory, practical, large class

View External Case Study Biological Sciences Formative

Gayle Ferguson, Elizabeth Sheader, Ruth Grady

The University of Manchester
Other

Peer Feedback Marking: Developing Peer Assessment


Long Descriptive Account

This case study describes an attempt to capitalize on the benefits of peer assessment. The emphasis was on critical feedback, rather than on the awarding of a grade, though this was required also. Results indicated a close correspondence between lecturer and peer marks. Feedback was perceived to be useful and the scheme of Peer Feedback Marking (PFM) was rated as conferring more benefits than the usual, lecturer marked method.

Keywords: Critical feedback, peer feedback, reflective, analysis, diplomatic criticism, psychology, biological sciences

View External Case Study Psychology Formative, Summative
Napier University Edinburgh
Other

Aiming for autonomy: formative assessment in a final-year undergraduate course


Long Descriptive Account

In this case study, formative peer assessment played a key role in the final year of the undergraduate education, equipping students with the skills to be critical, autonomous thinkers.

Keywords: Independent learning, research skills, peer assessment, critical thinking

View External Case Study Architecture, Building and Planning Formative
University College London
Other

Using Grademark with a built in feedback rubric


Short Account of Practice

GradeMark provides a flexible electronic assessment tool with multiple ways of providing feedback to students. One of the possibilities is to embed bespoke text or—in this case—a feedback rubric to be used when grading assignments. The advantage of a rubric is that it lays out the specific expectations of the components of an assessment and provides a detailed description of what constitutes acceptable or unacceptable levels of performance for each of these components.

Keywords: Rubrics, Turnitin grademark, Turnitin, online assessment, feedback, business studies, management

View External Case Study Business and Administrative Studies Summative
University of Edinburgh
Other

Anonymous peer feedback using Turnitin Peermark


Short Account of Practice

In this case study, Turnitin PeerMark® allowed students to give, receive and reflect on mid-course anonymous peer feedback and enabled them to modify elements of 4th year course work (BVM&S Veterinary Degree) in response. This is a formative rather than summative process but satisfactory completion is a course assessment requirement.

Keywords: Groupwork, peer assessment, Turnitin, PeerMark, rapid feedback, veterinary sciences

View External Case Study Subjects Allied to Medicine Formative
University of Edinburgh
Other

Feedback with wikis


Short Account of Practice

In a distance-learning online course for Digital Education, students produced wikis as part of their assessment. They used hyperlinks, images, video and other media to co-author critical and synthesised texts on specific issues in online assessment.

Keywords: Wikis, collaborative, creation, online assessment, digital education

View External Case Study Education Formative, Summative
University of Edinburgh
Other

Peer Feedback on Presentations


Short Account of Practice

Students scored their peers' presentations against a set of assessment criteria, most of which were questions on a scale of 1 to 10. Summative assessment - on content, delivery, timing and visuals - was provided by the tutor. The student (formative) marks were comparable with the tutor (summative) marks, and all were high with not much differentiation.

Keywords: Peer assessment, presentations, assessment criteria, physics, PeerWise

View Case Study Physical Sciences (Chemistry, Physics and other) Formative, Summative
University of Edinburgh
Other

Group peer feedback on individual submissions


Short Account of Practice

Originally, students submitted practical books which were marked by PhD students. In this case study, questions on the practicals were authored in Question Mark Perception using a pro-forma. Students answered the questions individually and then attended a 'marking event' held in the Teaching Studio where they graded each others' work with support from staff.

Keywords: Questionmark perception, practical, questions, marking event, peer marking

View External Case Study Biological Sciences Formative
University of Edinburgh
Other

Using WebPA for peer assessment


Short Account of Practice

Students used WebPA to grade the (anonymised) contribution of each of their fellow group members against a set of criteria determined in advance by the course team. A Likert scale was used for grading. A grading algorithm built into WebPA then combined the peer grades with the tutor mark for the group to calculate a final mark for each student. The weighting of the peer grade was set by the tutor and students were notified of the percentage weighting in advance.

Keywords: Peer assessment, self assessment, groupwork, webPA, veterinary studies,

View External Case Study Subjects Allied to Medicine Formative, Summative
University of Edinburgh
Other

Student & tutor consensus: a partnership in assessment for learning


Long Descriptive Account

The focus of this study was a final-year capstone paramedic practice subject offered in the three-year bachelor of paramedic science degree at a university in southern Australia. The programme attracts a diverse cohort of Australian and international students, who bring very mixed educational, pre-hospital and other health care experiences to their studies. This study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in a novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.

Keywords: Consensus marking, Self reflection, co-assessment, paramedic education, rubrics

View External Case Study Subjects Allied to Medicine Formative, Summative

James Thompson, Don Houston, Kathryn Dansie, Timothy Rayner, Timothy Pointon, Simon Pope, Anthea Cayetano, Brad Mitchell and Hugh Grantham

Flinders University, Adelaide, Australia
Other

Student perspectives on formative feedback as part of writing portfolios


Long Descriptive Account

Through a qualitative analysis of 128 reflection notes written by student teachers of English, this study investigates students’ perceptions of formative feedback as part of portfolio assessment at two teacher education institutions in Norway. As such, it contributes to bridging the gap between research and practice.

Keywords: Portfolio, feedback, peer discussion, groupwork, peer commentary, reflective, languages

View External Case Study Education Formative

Monika Bader, Tony Burnerb , Sarah Hoem Iversenc, Zoltan Vargad

Western Norway University of Applied Sciences, University of South-Eastern Norway
Other

Collaborative Design of Assessment Criteria to Improve Undergraduate Student Engagement and Performance


Long Descriptive Account

To involve students in the design of assessment criteria, a marking matrix was used for logbook assessment (Group One) in a project-based learning module. The next cohort of students (Group Two) were asked to collaboratively redesign the matrix and were given a questionnaire about the exercise. Group Two initially scored a lower average logbook mark than Group One. However, Group Two showed the greatest improvement between assessments.

Keywords: Assessment design, marking matrix, student-centred, logbook, project based learning, mechanical engineering

View External Case Study Engineering and Technology Summative

Laura J. Leslie, Paul C. Gorman

Aston University, Birmingham
Other

New assessment process in an introductory undergraduate physics laboratory: an exploration on collaborative learning


Long Descriptive Account

A new team-learning assessment process was introduced; randomly dividing students into teams of four to work on a physics experiment and, at the end of the laboratory session, randomly selecting only one team member to carry out a postlaboratory session performance task. The process was designed to provide a strong incentive for students to cooperate and feel responsible for each other’s learning, fostering a sense of collaboration rather than competition.

Keywords: Teambased learning, laboratory, Oscilloscope and performance task, group project, collaborative, physics

View External Case Study Physical Sciences (Chemistry, Physics and other) Formative

Anthony C.K. Leung, Banafsheh Hashemi Pour, Dan Reynolds, Stanislaw Jerzak

York University, Toronto, Canada
Other

Implementation of Peer-Reviewed Homework Assignments


Long Descriptive Account

A weekly peer-reviewed homework system was implemented. The peer-review component had two purposes: (a) it provided students completing homework with detailed explanations of the correctness of their approach, and (b) it provided peer reviewers an opportunity to review other problem-solving strategies.

Keywords: Problem solving, chemistry, peer review, homework, chemistry

View Case Study Physical Sciences (Chemistry, Physics and other) Formative

Richard N. Zare, Charles T. Cox, Jr., Katherine Murphy, and Camille Bayas

Stanford University
Other

Using e-assessment to promote engagement in engineering mathematics


Long Descriptive Account

This case study reports on recent changes made to the formative and summative assessment regime of the first year Engineering Mathematics module delivered to approximately 300 students at the University of the West of England, Bristol (UWE). The aim of these changes was to increase student engagement with the material and hence their attainment on the module.

Keywords: Online assessment, feedback, student engagement, maths, DEWIS, engineering, mathematics

View Case Study Engineering and Technology Formative, Summative

Karen Henderson, Rhys Gwynllyw, Alison Hooper, Aruna Palipana

University of the West of England, Bristol
Other

Efficient Teaching of Digital Design with Automated Assessment and Feedback


Long Descriptive Account

A new automated process is presented whereby professional CAD tools were used to test designs submitted by students to produce an assessment mark and generate detailed and consistent feedback to the students. Designs were evaluated using either simulation against a golden test bench, or via a logic equivalence test.

Keywords: Digital design course, microelectronics education, automated marking

View External Case Study Computer Science Formative

Paul W. Nutter, F. Pavlidis, Jeffrey Pepper

The University of Manchester
Other

Summative co-assessment: A deep learning approach to enhancing employability skills and attributes


Long Descriptive Account

Voluntary work placements in the community offered students an ideal opportunity to develop their employability skills and attributes. Students were required to give an oral presentation of their critical reflections on the employability skills and attributes they had developed during the course.

Keywords: Deep learning, employability, service learning pedagogy, co-assessment, public policy

View Case Study Subjects Allied to Medicine Continuous
Glasgow University
Other

Exploring the Use of Peer Assessment as a Vehicle for Closing the Gap Between Feedback Given and Feedback Used


Long Descriptive Account

This case study outlines the introduction of a peer formative assessment process, intended to enable students to make use of the feedback they receive. It highlights the conditions needed for peer-assessment to be successful.

Keywords: Peer assessment, Social Policy for Social Workers, diagnostic assessment, social work

View Case Study Social Studies Formative
Middlesex University
Other

Hearing you loud and clear: student perspectives of audio feedback in higher education


Long Descriptive Account

The aim of this mixed methods study was to examine student views on audio feedback for written assignments. Questionnaires and a focus group were used to capture student opinion of this pilot project. The majority of students believed audio feedback was more detailed, personalised and supportive than written feedback.

Keywords: Audio feedback, feedback, independent learning, post registration community, nursing and midwifery

View External Case Study Nursing and Midwifery Formative

Jill Gould, Pat Day

Sheffield Hallam University
Other

Assessment of Engineering students' leadership competencies


Long Descriptive Account

The two objectives of this study were to determine the leadership behaviors and competencies demonstrated by student leaders and to assess their perceived leadership effectiveness.

Keywords: Student mentors, teambased learning, interpersonal communication, commitment to learning, leadership, groupwork, engineering

View Case Study Engineering and Technology Formative

Sibel Ozgen, Olga Sanchez-Galofre, Joan R. Alabart, Magda Medir, Francesc Giralt

Universitat Rovira i Virgili, Tarragona, Spain
Other

Online peer assessment: an exploratory case study in a higher education engineering course


Long Descriptive Account

The results of a study carried out in a civil engineering course are presented. Students at mid-course level were challenged to reinforce a set of cognitive and personal competencies, using a web-based collaborative writing environment and a peer assessment approach.

Keywords: Collaborative writing, peer assessment, Google Docs, online assessment, web-based environment, civil and structural engineering

View External Case Study Engineering and Technology Formative
University of Coimbra, Portugal, University of Trás-os-Montes e Alto Douro, Portugal
Other

A completely client-side approach to e-assessment and e-learning of Mathematics and Statistics


Long Descriptive Account

This case study introduces Numbas: a SCORM-2004 compliant open-source and multi-platform e-assessment and e-learning system developed and used at Newcastle University. The main focus of the implementation of this system was on rich formative e-assessment and learning.

Keywords: Online assessment, e-learning, open-source, SCORM, mathematics

View Case Study Mathematical Sciences Formative

Bill Foster, Christian Perfect, Anthony Youd, Christian.Perfect@ncl.ac.uk

Newcastle University
Other

Case study of a project-based learning course in civil engineering design


Long Descriptive Account

The study considers the development of problem-based leaning (PBL) as a tool in higher education. The general issues to be considered in the design of the curriculum for a PBL module are reviewed.

Keywords: Problem based learning, project based learning, civil and structural engineering

View External Case Study Engineering and Technology Formative, Summative, Continuous
University College Dublin
Other

Assessing professional skills in engineering education


Long Descriptive Account

The issue of developing and assessing professional skills in higher education programmes is examined by defining and assessing these skills, both in the contexts of an individual course unit and for an entire degree programme.

Keywords: Professional skills, soft skills, reflective, groupwork, self assessment, rubrics, civil and structural engineering

View Case Study Engineering and Technology Continuous
Uppsala University, Robert Gordon University, Curtin University
Other

Teaching professional engineering skills - industry participation in realistic role play simulation


Long Descriptive Account

The study discusses how to facilitate the teaching of professional skills in engineering education in parallel with the technical disciplines. The objective was to test and evaluate extensive role play simulation in which the students interacted with professional engineers in a realistic, industrial context.

Keywords: Active learning, role play, professional skills, simulation, industry participation, assessing, CDIO, engineering

View Case Study Engineering and Technology Formative, Summative, Continuous

Niclas Andersson, Pernille Hammar Andersson

Technical University of Denmark
Other

Students as Tour Guides: Innovation in Fieldwork Assessment


Long Descriptive Account

This case study details an innovative mode of fieldcourse assessment in which students take on the role of tour guides to offer their lecturer and peers a themed, theorectically informed tour.

Keywords: fieldwork, student tours, student evaluation, mobile methods, continuous learning,

View External Case Study Geography and Geoscience Formative, Summative, Continuous

Neil M. Coe, Fiona M. Smyth

The University of Manchester
Other

Enhancing interactive learning in the classroom with TurningPoint


Long Descriptive Account

TurningPoint was used to help overcome the bridge between group discussion and individual learning, face-to-face and eLearning provision, lecture delivery and feedback provision. This resulted in a deep(er) engagement of students with the topic, a better conceptual understanding and, overall, a more satisfactory teaching and learning experience.

©*. Advance HE. All rights reserved.

Keywords: Turningpoint, active learning, student engagement, English

View Case Study Languages (English, EFL and other) Formative
The University of Manchester
Other

Is this the past? The place of role-play exercises in undergraduate history teaching


Long Descriptive Account

This study explores how role-play and gaming can be used in an undergraduate history unit to deliver core historical content and generic skills, while developing students’ knowledge of the professional historian’s craft and historiographical practice.

Keywords: roleplay, reflective, student-centred, history

View Case Study Historical and Philosophical Studies Formative
University of Western Australia
Other

Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies


Long Descriptive Account

This paper explores how formative assessment and feedback can be used to enhance the first-year experience. It looks at how technology might support formative assessment processes and the development of self-regulation in large first year classes.

Keywords: self‐regulation, first‐year experience, student success, large class, psychology, French

View External Case Study Multidiscipline Formative
University of Strathclyde
Other

The magic bullet: formative assessment with peer and tutor feedback in the VLE


Long Descriptive Account

A formative assessment activity was employed in Leeds Met’s Virtual Learning Environment (VLE) to provide both peer and tutor feedback on an assessment element prior to the main assignment.

Keywords: Peer assessment, tutor assessment, e-assessment, business studies, project management, critical thinking, management

View Case Study Business and Administrative Studies Formative
Leeds Beckett University
Other

Implementation of a formative assessment model incorporating peer and self-assessment


Long Descriptive Account

The main focus of this case study is enhancing students’ ability to implement assessment marking criteria and to develop the role of dialogue in student learning. Pairs or trios of undergraduate biology students were asked to complete a poster on the theme of histology using student/tutor-constructed marking criteria.

Keywords: Peer assessment, posters, marking criteria, self assessment, biological sciences

View External Case Study Biological Sciences Formative

Paul Orsmond, Stephen Merry, Arthur Callaghan

Staffordshire University
Other

A Proposal for Continuous Assessment at Low Cost


Long Descriptive Account

Assessment methods for both the theoretical and practical (laboratory) parts of the course were changed. Students who passed the continuous evaluation could pass the theoretical part of the course without taking the final examination. As for the laboratory, the evaluation was oriented to the exchange of information between the student and the teacher.

Keywords: continuous assessment, feedback, learn how to learn, low cost, computer science

View External Case Study Computer Science Formative, Summative
Technical University of Catalonia, Barcelona
Other

Improving the Feedback Cycle to Improve Learning in Introductory Biology Using the Digital Dashboard


Long Descriptive Account

Timely and targeted feedback for students and real-time student progress reports for the instructor were integrated to create an online learning environment that engaged the student, improved learning and allowed immediate adaptation of instruction.

Keywords: Digital Dashboard, feedback, e-learning, VLE, student engagement, biological sciences

View Case Study Biological Sciences Formative
Carnegie Mellon University
Other

An Application of Peer Feedback to Undergraduates' Writing of Critical Literature Reviews


Long Descriptive Account

A peer feedback procedure was applied to a specific coursework assignment, the writing of a Critical Review, for a small group of students as part of the Level 3 Psychology course at the University of Glasgow.

Keywords: peer assessment, peer feedback, groupwork, critical reviews, independent research

View Case Study Social Studies Formative, Summative
Glasgow University
Other

Using Video Interviewing in the Assessment of Social Work Communication Skills


Long Descriptive Account

This case study outlines how one social work programme changed its method of assessing communication skills for students. It explores the processes involved in moving from an essay assignment to the use of video interviews, supplemented by a written self-evaluation undertaken in relation to the interview process.

Keywords: Communication, self assessment, video interviewing, reflective, social work

View External Case Study Subjects Allied to Medicine Summative
Middlesex University
Other

An Aligned Assessment to Promote Learning About Collaboration Between Health and Care Professionals


Short Account of Practice

The study examines a core module entitled ‘Inter-professional Workshops’ (IPW). This module aimed to develop a critical understanding of, and relevant skills for, collaboration across the health and social care professions.

Keywords: cross-discipline, e-portfolio, presentations, collaboration, health and social care

View Case Study Social Studies Formative, Summative

Colleen Connor

University of Wales Institute Cardiff
Other

A versatile and flexible framework for e-assessment in Higher-Education


Short Account of Practice

This case study describes an infrastructure that was deployed across a university to enable teachers to conduct online exams for their courses. Two examination experiences are described, one corresponding to an open book examination on the University's computers and the other corresponding to an examination involving the use of software on students' computers.

Keywords: online assessment, caa, law

View External Case Study Law Summative

Laurent Moccozet, Omar Benkacem, Camille Tardy, Elma Berisha, Rita Trindade, Pierre-Yves Burgi

University of Geneva, Switzerland
Other

Vlogging in student-led seminars


Short Account of Practice

In this case study, students worked in groups of four to produce an 8-minute video blog (vlog) which introduced and outlined a conceptual argument about a contemporary health issue in emerging economy countries. The vlog was then shown and presented by students in the class as a launch-point for them to lead a 30-minute discussion, broken into specific activities which they planned and coordinated. Each group provided a copy of their vlog to their lecturer and produced a one page report including their intended learning outcomes for other students, the activities they used to achieve those outcomes and a reflection on how the session went.

Keywords: video blog, vlog, digital, group projects, collaboration, student led, creativity, reflective

View Case Study Multidiscipline Formative, Summative, Continuous

Dr. Benjamin Hunter, Dr. Jayne Pearson.

King's College London
Other

Podcasting the findings of a Physics experiment


Short Account of Practice

This case study describes the introduction of podcasting on a core first year physics module as a means of communicating the findings of an experiment. Students worked in groups to create a podcast as part of a larger research project, summarising their project into a 3 minute clip and presenting it in class to a panel of teachers and their peers for grading.

Keywords: podcast, digital, science communication, group work, peer grading, peer assessment

View Case Study Physical Sciences (Chemistry, Physics and other) Summative

Dr. Jayne Pearson, Dr. Eva Philippaki.

King's College London
Other

Climbing Everest: Encouraging student resilience, long-term motivation, and lasting value in challenging projects.


Long Descriptive Account

For computer science and many other disciplines, a student’s university career is concluded with a capstone project. A demonstration of a student’s skills and a validation of their ability to work independently on a substantial piece of work. Students often learn a great deal during their projects and the experience is valuable for obtaining their first job in graduation as it is similar to experiences they may have in the workplace. This case study describes a new module that provides a final year project-like experience for first year undergraduate computing students. The module emphasises the importance of self-learning and resilience. It goes further than traditional final year projects in emphasising the importance of creating work that is useful to others and that could form the basis for a start-up company or a research career. The module uses a number of techniques to increase student motivation and encourage high levels of perseverance and effort. 

Keywords: Independent learning, employability, research skills, project based learning

View Case Study Computer Science Formative, Summative, Continuous

Dr. John Bustard, Dr. Zara Gibson

School of Electronics, Electrical Engineering and Computer Science, Queen's University Belfast.
QUB

CRADLE Seminar Series: Feedback in Online Learning


Long Descriptive Account

Higher education’s rapid shift to online teaching, learning, and assessment has provided educators and students with many new opportunities and challenges. The panel explores the evolving nature of feedback in online learning, from technology and dialogue to the feedback process and online exams. Chaired by CRADLE’s A/Prof. Phillip Dawson and featuring A/Prof. Rola Ajjawi (CRADLE), Prof. Michael Henderson (Monash University), and Prof. Michael Sankey (Griffith University), the panel share their own research, discuss the current state of feedback in online learning, and take questions from the audience.

Keywords: Online learning, online feedback, online assessment, online teaching.

View External Case Study Multidiscipline Formative, Summative, Continuous

A/Prof. Rola Ajjawi , Prof. Michael Henderson, Prof. Michael Sankey, Chair: A/Prof. Phillip Dawson.

Centre for Research in Assessment and Digital Learning. 

Deakin University
Other

Demystifying the assignment question: a democratic and collaborative approach to assessment


Short Account of Practice

This case study details the approach of inviting students to collaborate in the process of setting their own summative assignment questions. The purpose is to give material form to principles of democracy in the classroom and to make explicit the learning outcomes that underpin summative assessment.

Keywords: Democracy, empowerment, dialogue, co-operation, collaboration, demystification

View Case Study Geography and Geoscience Summative
School of Natural and Built Environment, Queen's University Belfast.
QUB

Encouraging students to listen and talk: Assessing oral skills in a level one history module


Short Account of Practice

This case study discusses the assessment model applied to a level-one history module, which was designed to encourage students to reflect upon a range of oral skills, as well as the discursive intent of seminar-style teaching. A range of linked oral and group assessments were developed that would introduce students to university teaching methods, particularly those employed in the humanities. The main rationale behind the module schema was based upon the development of student 'active listening' skills, which are a core aspect of a positive learning environment. The aim was to encourage students to make the most of their seminar teaching time and also to foster critical and creative thinking.

Keywords: Oral Assessment; Listening; Oral Exams; Presentations; Reflective; Group Discussion

View Case Study Historical and Philosophical Studies Formative, Summative
QUB

The use of Canvas formative quizzes to improve engagement and outcomes in first-year thermodynamics and fluid mechanics.


Short Account of Practice

This case study describes the introduction of formative online assessment, through means of regular Canvas quizzes, in a stage one Thermodynamics and Fluid Mechanics module in the 2019/20 academic year with the aim of improving the levels of student engagement and self-regulated learning.  High student engagement was found with the formative assessment, with an average of 96% engagement in each quiz.  Many students were motivated to strive for higher marks in the quizzes, despite receiving no summative credit from them.  Results in all summative assessments were improved compared to the previous year, and there was an increase in student satisfaction with the module.  Feedback from student surveys was highly positive regarding the quizzes: “Regular, non-graded quizzes…help to identify an understanding/lack of understanding of the content being covered.”.  The experience with the new assessment format has offered opportunities for improved online delivery of the module in the 2020/21 academic year given the move to connected learning resulting from the Covid-19 pandemic.

Keywords: Canvas, quizzes, formative, active learning, student engagement

View Case Study Physical Sciences (Chemistry, Physics and other) Formative, Continuous
School of Mechanical and Aerospace Engineering, Queen’s University Belfast
QUB

Moving Away from Paper-Based Assessments


Short Account of Practice

This video describes a “proposal for change” developed during completion of the SEDA-accredited Leading Programmes course. The proposal was formulated in December 2019 and stated that we should move away from paper-based assessment toward digital assessment to better align university and professional experience and learning. This approach also allows students to more easily edit and refine their ideas and is more inclusive, as typing is almost invariably faster than handwriting (even for the “hunt and peck” typist). The Due to the Covid-19 pandemic, this proposal was enacted unexpectedly and much earlier than planned in my 2nd year Anatomical Sciences module. To better understand student’s needs I surveyed their digital capability, this informed the approach to the online assessment. They were additionally surveyed after the exam and 87% were satisfied with the mode of assessment (the remaining 13% were indifferent toward the mode of assessment). I also reflect on the advantages of typed assessment, including environmental benefits, cost-saving, and the ease of result analysis.

Keywords: Assessment, Digital, Covid-19 pandemic, inclusivity

View Case Study Formative, Summative, Continuous
Queens University Belfast
QUB

Self-assessment of video-recorded presentations: Does it improve skills?


Long Descriptive Account

In this case-study, Biology students were recorded while giving two PowerPoint presentations on a topic of their choice.

Keywords: biology, oral presentation, peer- assessment, self-assessment, video recording

View External Case Study Biological Sciences Formative
Washington State University, USA
Other

Blended learning: making an impact on assessment and self-reflection in accounting education


Long Descriptive Account

This study describes the evolution of a blended learning strategy in a company law course for accounting students and evaluates its impact on assessment and student self-reflection. Specifically, the blended learning technologies were employed within an elevator pitch assessment item in four cohorts over a two-year period. This was complemented by teacher observations, an online survey and student interviews to evaluate the assessment.

Keywords: blended learning, reflection, assessment design

View External Case Study Business and Administrative Studies Summative

Jennifer Dickfos, Catherine Hodgson, Craig Cameron

Griffith University, Gold Coast, Australia
Other

Using a context-based approach to undergraduate chemistry teaching – a case study for introductory physical chemistry


Long Descriptive Account

A context-based approach to the teaching of undergraduate physical chemistry was implemented, together with an overview of a case study. This has been developed to teach aspects of thermodynamics, kinetics and electrochemistry usually associated with the early stages of undergraduate chemistry courses.

Keywords: Case study, groupwork, problem solving, solar power, geothermal power, chemistry

View External Case Study Physical Sciences (Chemistry, Physics and other) Formative, Summative

Simon T. Belta, Mathias J. Leisvik, Andrew J. Hyde, Tina L. Overton

University of Plymouth
Other

Computer aided assessment and feedback – can we enhance students’ early experience at University?


Long Descriptive Account

Computer assisted assessment materials were produced for first year Chemistry students and evaluated. Online quizzes were designed to cover both revision of background knowledge, basic understanding of new material and the ability to use and apply concepts.

Keywords: VLE, CAA, MCQs, constructive feedback, quizzes, online quiz, webCT, Chemistry

View Case Study Physical Sciences (Chemistry, Physics and other) Formative

Gareth J Price, Simon B. Bedford

University of Bath
Other

“Playing it like a professional”: Approaches to ensemble direction in tertiary institutions


Long Descriptive Account

A case study was undertaken of three directors of large ensembles within a large conservatoire and the ways in which they attempted to scaffold their students into professional music careers. The ensembles involved were observed and their directors were interviewed, the data presented are narrative accounts of each director.

Keywords: assessment design, reflective, problem-based learning

View External Case Study Creative Arts and Design Summative

Scott Harrison, Jessica O’Bryan, Don Lebler

University of York
Other

“Playing it like a professional”: Approaches to ensemble direction in tertiary institutions


Long Descriptive Account

A case study was undertaken of three directors of large ensembles within a large conservatoire and the ways in which they attempted to scaffold their students into professional music careers. The ensembles involved were observed and their directors were interviewed, the data presented are narrative accounts of each director.

Keywords: employability, careers

View External Case Study Creative Arts and Design Formative

Scott Harrison, Jessica O’Bryan and Don Lebler

Other

Developing Students’ Skills in Reflective Practice


Long Descriptive Account

This case study illustrates how journals can be implemented in management education. The use of learning journals as a method for developing self-awareness within a business education context is examined, with a focus on the design and assessment of the journal.

Keywords: assessment design, learning journals, management, reflective, business studies

View External Case Study Business and Administrative Studies Formative, Summative, Continuous

Kathryn Pavlovich, Eva Collins, Glyndwr Jones

University of Waikato
Other

Facilitating peer based learning through summative assessment


Short Account of Practice

An Objective Structured Clinical Assessment was adopted to suit the requirements of a preregistration nursing course delivered through blended learning. The benefits and drawbacks of using the peer assessed Objective Structured Clinical Assessment are identified and recommendations for successful implementation are made.

Keywords: Simulation, clinical skills, distance learning, clinical competence, peer assessment, OSCA, assessment design, nursing

View External Case Study Nursing and Midwifery Summative

Lolita Wikander, Stephane L. Bouchoucha,

Charles Darwin University, Deakin University
Other

Learning clinical skills in the simulation suite


Short Account of Practice

This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative, including the perceptions of both first year nursing students and second/third year participants.

Keywords: Peer teaching, peer assessment, student nurse education, experiential learning, clinical skills, simulation, nursing

View External Case Study Nursing and Midwifery Summative

Dianne Ramm, Anna Thomson, Andrew Jackson

University of Lincoln
Other

Model of practical skill performance as an instrument for supervision and formative assessment


Long Descriptive Account

This case study reports on an action research study that promoted and investigated use of The Model of Practical Skill Performance as a learning tool during nursing students’ clinical placement. Clinical supervisors and two cohorts of nursing students placed in a hospital setting shared their experiences on the use of the model in six focus group interviews. Data was also generated through the supervisors’ reflective logs.

Keywords: Nursing skills, clinical skills, practical, experiential learning, placement, nursing

View External Case Study Nursing and Midwifery Formative, Summative, Continuous

Carsten Nielsen, Irene Sommer, Karin Larsen, Ida Torunn Bjørk

VIA University College, Aarhus University Hospital, University of Oslo
Other

Outcomes of synergetic peer assessment: first year experience


Long Descriptive Account

This study investigates the design and implementation of teacher-guided, peer-assessed group projects undertaken by first-year nursing students. In surveys, students expressed the need for both peer feedback and the lecturer's direct guidance.

Keywords: Peer assessment, assessment experience, guided discovery, active learning, groupwork, nursing

View External Case Study Nursing and Midwifery Formative

Paula Hodgson, Kitty Chan & Justina Liu

City University of Hong Kong, Hong Kong Polytechnic University
Other

Writing Architecture Project


Short Account of Practice

This study describes an effort to ensure that Architecture students develop the ability to write in a variety of formats: reports, graphic essays, group reflections, essay outlines and extended essays. Undergraduate students were required to present all written work, from all modules, in a Theory and Writing Portfolio. Each of the Theory Modules was predominantly assessed through a summative essay worth 60% of the overall grade, an essay outline worth 30% and a writing portfoilio which counted for 10%.

Keywords: essay writing, report writing, graphic essays, group reflections, essay outlines, extended essays, architecture

View Case Study Architecture, Building and Planning Formative, Summative
School of Natural and Built Environment
QUB

Illuminating constellations of peer mentoring: The case of Music programmes in Higher Education


Long Descriptive Account

This study explores the use of a pilot peer-mentoring scheme to support aspirations for progression into postgraduate study that was delivered within a UK conservatoire’s Faculty of Music. Exit interviews with mentors were conducted and the findings suggest that these multi-directional exchanges hold potential transformative power in supporting students in their transition throughout higher education and beyond. Peer mentoring suggests a model where there is mutual learning regardless of the varying degrees of experiences.

Keywords: Peer mentoring, widening participation, progression, music, postgraduate

View External Case Study Creative Arts and Design Formative, Continuous

Louise H. Jackson, Caitríona Price

Trinity Laban Conservatoire of Music and Dance, London
Other

ArchiBabel: Tracing the Writing Architecture Project in Architectural Education


Long Descriptive Account

This study analyses the cross-disciplinary Writing Architecture Project based in the undergraduate School of Architecture course. The struggle for both architecture students and professionals alike to research and construct argument in written form is addressed. The efficacy of the teaching and assessment methods used in the Writing Architecture Project is examined.

Keywords: Writing, Architecture Project, peer review, presentation skills, reading groups, architecture

View External Case Study Architecture, Building and Planning Formative, Summative

Sarah A. Lappin, Gül Kaçmaz Erk, Agustina Martire

Queen's University Belfast
QUB

Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from the sociology of education: what, how and why?


Long Descriptive Account

This study analyses student submissions for an assessment item at York Law School called the reflective report to explore how students built their conceptual legal knowledge, and what this meant for curriculum designers. The data analysis will be informed by the theoretical constructs of three sociologists of education, Michael Young, Basil Bernstein, and Karl Maton.

Keywords: assessment design, reflective, problem-based learning

View External Case Study Law Summative
York Law School, University of York, Freboys Lane, York.
Other

Problem-based learning and international commercial dispute resolution in the Indian Ocean


Long Descriptive Account

This case study analyses the integration of problem-based learning within an LLM module on International Commercial Dispute Resolution. PBL was used to make abstract elements of the course more engaging to students and to enhance their understanding.

Keywords: problem-based learning, student engagement

View External Case Study Law Formative
School of Law, Middlesex University (Mauritius Branch Campus), Vacoas- Phoenix, Mauritius.
Other

Flipped learning and formative evaluation in higher education


Long Descriptive Account

A continuous self-assessment tool was developed to involve university students in reflection processes on their Flipped Learning model of learning. The results showed a reliable tool that helped education reach university's standards.

Keywords: self assessment, flipped classroom, reflective, physical activity and sports sciences

View External Case Study Social Studies Formative

Fernando M. Otero-Saborido, Antonio J. Sánchez-Oliver, Moisés Grimaldi-Puyana, José Álvarez-García

University of Sevilla, Sevilla, Spain,
Other

Large class teaching: How does one go about the task of moderating large volumes of assessment?


Long Descriptive Account

In this case study, a marking moderation practice was used in large class teaching. The study highlights what is important to ensure that there is accuracy and expertise in the grading process.

Keywords: marking, moderation, quality assurance, audio feedback

View External Case Study Subjects Allied to Medicine Summative
Deakin University, Australia
Other

Matching final assessment to employability: developing a digital viva as an end of programme assessment


Short Account of Practice

In this study, a digital video viva examination was developed to promote a more authentic and lower stakes method of assessment for students in their final under-graduate module. A module from preregistration nursing was used in this case but the approach could be useful for other practice based and vocational disciplines.

Keywords: viva, employability, video assessment, assessment design

View External Case Study Nursing and Midwifery Summative

Margaret Scott, John Unsworth

Northumbria University, Newcastle-upon-Tyne, UK
Other

Attempts at Raising Awareness of Language and Learning through Collaborative Writing in College


Long Descriptive Account

Research was conducted with Radio/TV Studies undergraduates over a period of 16 weeks to investigate: (1) group cooperation/collaboration in the writing of two texts requiring online interaction; (2) students’ comments about the language/strategies they practiced and learned, and the impact on their awareness of language and learning.

Keywords: collaborative, groupwork, multi-media studies

View External Case Study Creative Arts and Design Summative
Universidade Estadual Paulista, São Paulo, São Paulo, Brasil
Other

Formative assessment to develop oral communication competency using YouTube: self- and peer assessment in engineering


Long Descriptive Account

To ensure oral competency, a non-graded formative assessment approach using video with self- and peer assessment was introduced into a final-year engineering thesis course.  The study found that the formative models were seen by students to help develop their presentation skills. However, the results showed no significant improvement compared to the traditional method.

Keywords: self assessment, video presentation, presentation, peer assessment

View External Case Study Engineering and Technology Formative

Sasha Nikolic, David Stirling, Montserrat Ros

University of Wollongong, Wollongong, NSW, Australia
Other

Is Reflective Writing an Effective Peer Assessment tool for Students in Higher Education?


Long Descriptive Account

This study looks at the quality of peer assessment and the skills gap analysis demonstrated in the reflective assignments students undertake in a module on a Engineering Management course. The findings show the viability and potential of this method for building peer assessment skills.

Keywords: peer assessment, reflective, groupwork, employability

View External Case Study Engineering and Technology Summative

 Bidyut Baruah, Tony Ward, Noel Jackson

University of York
Other

Oral presentations in higher education: a comparison of the impact of peer and teacher feedback


Long Descriptive Account

In this case study, students' competency in orally presenting academic content is analysed and compared with changes to competency after receiving feedback. Students were split into two groups, one receiving feedback from peers using a rubric and the other receiving feedback from the teacher immediately after the presentation.

Keywords: peer assessment, peer feedback, presentations, video presentation, tutor feedback, rubrics

View External Case Study Business and Administrative Studies Formative

Luis R. Murillo-Zamoranoa, Manuel Montanerob

University of Extremadura, Badajoz, Spain
Other

Integrating Appreciative Inquiry (AI) into architectural pedagogy: An assessment experiment of the three retrofitted buildings in the city of Glasgow


Long Descriptive Account

This paper introduces Appreciative Inquiry, operationalized as a Walking Tour assessment project for Master of Architecture students. Working in groups students were able to focus on critical issues beyond those adopted in traditional teachning practises.

Keywords: appreciative inquiry, group projects, assessment design, active learning, experiential learning

View External Case Study Architecture, Building and Planning Summative
University of Strathclyde
Other

Building a writing community through learning of French


Long Descriptive Account

This paper reports on a pilot study designed to develop writing proficiency in French via collaborative writing activities. This innovative approach integrates multimodal functionality of the e-learning platform combined with face to face interaction and discussions.

Keywords: collaborative learning, writing community, peer-learning, literacy skills, e-learning, Moodle

Languages (English, EFL and other) Formative, Summative
University of Wollongong
Other

Lesson study at the foreign language university level in Japan


Long Descriptive Account

This paper will discuss how lesson study (LS) in a foreign language class at higher education level in Japan was used to support and aid teachers and students in reaching their goals in improving test-scores and vocabulary acquisition through online technology.

Keywords: blended learning, professional development, foreign language learning, technology enhanced learning

View External Case Study Languages (English, EFL and other) Formative

Bruce Lander

Kurume University, Fukuoka, Japan
Other

Assessment as learning: examining a cycle of teaching, learning, and assessment of writing in the portfolio-based classroom


Long Descriptive Account

Drawing upon the evidence from educational assessment and English as a foreign language (EFL) writing, the paper argues that Assessment as Learning, when advocated in classroom-based portfolios, can promote teacher competence in teaching writing, student motivation for learning, and text improvement.

Keywords: assessment design, literacy skills, portfolio, foreign langauge learning, self assessment, self evaluation, self directed learning

View External Case Study Education Formative, Summative
Hong Kong Baptist University, Kowloon Tong
Other

Assessing vocal performances using analytical assessment: a case study


Long Descriptive Account

This study investigated ways to improve the appraisal of vocal performances within a national academy of music.  The group of teachers involved wanted to explore rubrics in order to make explicit the criteria and standards against which assessment and grading were made.

Keywords: analytical assessment, vocal performances, criterion-based assessment, rubrics, assessment criteria

View External Case Study Creative Arts and Design Summative
Educational Development Unit, Norwegian University of Science and Technology
Other

Game-based assessment: investigating the impact on test anxiety and exam performance


Long Descriptive Account

The aim of this study is to assess the impact of a 3D educational computer game on students’ test anxiety and exam performance when used in evaluative situations as compared to the traditional method of examination.

Keywords: exam performance, game-based assessment, game-based learning

View External Case Study Multidiscipline Summative

A. Mavridis, T. Tsiatsos

Aristotle University of Thessaloniki, Greece
Other

An alternative grading tool for enhancing assessment practice and quality assurance in higher education


Long Descriptive Account

This paper introduces an alternative style of grading tool known as the continua model of a guide to making judgements, which arranges assessment criteria based on a continuum of quality to look for in student work.

Keywords: rubrics, assessment criteria, continua model, assessment literacy, conceptual understanding

View External Case Study Multidiscipline Summative

Peter Graingera, Katie Weirb

University of the Sunshine Coast, Maroochydore, Australia
Other

The implications of business English mock exams on language progress at higher education


Long Descriptive Account

The objective of this research is twofold: on the one hand, to describe the implications of mock exams on foreign language learning; on the other hand, it aims at contributing to the field of computerised language testing by properly analysing the effects of these kinds of exams on learners’ foreign language progress.

Keywords: foreign language learning, technology enhanced learning, online learning, self assessment, Business English

View External Case Study Languages (English, EFL and other) Formative, Summative
Universidad Católica Santa Teresa de Jesús deÁvila, Spain
Other

Feeding forward from summative assessment: the Essay Feedback Checklist as a learning tool


Long Descriptive Account

This study aimed to assess the effectiveness of the Essay Feedback Checklist on future alternative assessments. Results revealed increased assessment scores for the checklist group, compared to those who received conventional feedback.

Keywords: feedback, feedforward, assessment design

View External Case Study Subjects Allied to Medicine Summative

Caroline Wakefielda, James Adieb, Edd Pittc, Tessa Owensd Email

Liverpool Hope University
Other

Scalability of assessments of wiki-based learning experiences in higher education


Long Descriptive Account

In this paper we compare seven case studies conducted in Computer Science courses of two Spanish universities. We comment on their different settings and, most importantly, their assessment methods. We discuss and compare the different methodologies and tools used to assess the desired skills in the context of each case study.

Keywords: collaborative learning, technology enhanced learning, wiki, assessment design

View External Case Study Computer Science Summative

Manuel Palomo-Duarte, Juan Manuel Dodero, Antonio García-Domínguez, Pablo Neira-Ayuso, Noelia Sales-Montes, Inmaculada Medina-Bulo, Francisco Palomo-Lozano, Carmen Castro-Cabrera, Emilio J. Rodríguez-Posada, Antonio Balderas

Dept. of Computer Science, University of Cádiz, Chile, spain
Other

A case study examining the implementation of social networking technologies to enhance student learning in a second language


Long Descriptive Account

This was approached as a case study that examines the pedagogical arguments for introducing social and collaborative learning and then examines the success and challenges of implementing these in the course. It is a very small scale piece of action research aimed at improving student success and teaching practice.

Keywords: collaborative learning, communities of practise, technology enhanced learning, communication, Blackboard

View External Case Study Business and Administrative Studies Formative, Summative
Dubai Men’s College, Dubai, United Arab Emirates
Other

Assessing learning from a student community engagement project


Long Descriptive Account

The purpose of this paper is to chart developments in a community engagement scheme offering students academic credit in return for work within the local community. The particular focus is on how learning has been assessed from this work experience, within the requirements of higher education courses, and the introduction of a new and innovative practice of assessing students by interview.

Keywords: experiential learning, partnership, interview, assessment design, placement, transferrable skills, employability

View External Case Study Multidiscipline Formative, Summative
Newcastle University
Other

Embracing the learning paradigm to foster systems thinking


Long Descriptive Account

The 15-week course served 14 mostly third and fourth-year students. Assessment of learning arose through one short answer exam, one interactive small group dialogue exam, homework assignments, completion of an online community engagement tutorial, and completion of a final reflective project (either in a group or individual).

Keywords: communication, groupwork, reflective journal, rubrics, collaborative learning, sustainability learning

View External Case Study Geography and Geoscience Summative

Geoffrey Habron, Laurie Thorp, Lissy Goralnik

Michigan State University, East Lansing, Michigan, USA,
Other

Student-Produced Podcasts as an Assessment Tool: An Example from Geomorphology


Long Descriptive Account

In a geomorphology course, student-produced podcasts were used as part of the assessment in 2008–2010. Student groups constructed radio shows aimed at a general audience to interpret and communicate geomorphological data within the context of relevant social and environmental issues.

Keywords: collaborative learning, technology enhanced learning, self directed learning, video presentation, e-learning, podcasts

View External Case Study Geography and Geoscience Summative

Justine Kemp, Antony Mellor, Richard Kotter, Jan W. Oosthoek

Northumbria University
Other

Using Technology to Enhance Assessment


Short Account of Practice

This study describes the use of technology to facilitate a group assessment and a reflective, individual diary. Students worked in groups online to produce a coherent, critical, health promotion resource. The assessment included using a discussion board to communicate and develop ideas with their peers. They were also asked to complete an individual self-reflective diary. Marking Rubrics were shared with students and feedback was given to match the rubrics with guidance on how to improve.

Keywords: Google Docs, collaboration, group assessment, individual assessment, online assessment, reflective, public health

View Case Study Dentistry Summative
University of Sheffield
Other

Development of a template to facilitate reflection among student pharmacists


Short Account of Practice

The objectives of this study were to develop one fit-for-purpose tool that pharmacy students could utilize as support for reflection regarding their placement experiences, regardless of type or duration of experiential placement.

Keywords: reflective, experiential learning, placements, partnership,

View External Case Study Pharmacy Formative

Rhian Deslandes, Cherie Lucas, Mary Louis Hughes, Efi Mantzourani

Cardiff University, Wales
Other

‘It’s one of the first times I’ve felt fully engaged’: developing student engagement using blogging as a form of assessment


Long Descriptive Account

This study looks at the role that assessment, specifically assessed blogs, played in enhancing student engagement. Drawing on interviews with Course Organizers from two case study courses, student focus groups, and course evaluation surveys, it shows the various ways in which blogs enhanced engagement.

Keywords: blogs, experiential learning, engagement, transferrable skills

View External Case Study Geography and Geoscience Summative

Nina J. Morris, Hazel Christie, Jacob Barber

University of Edinburgh, Scotland
Other

Legal skills and the SQE: confronting the challenge head on


Long Descriptive Account

This study considers the recommendations made in relation to practical legal skills and professional conduct over the last five decades and identifies possible options for the embedding of practical legal skills and professional conduct in the law curriculum at undergraduate level.

Keywords: Practical, Professional skills, curriculum, Solicitors Qualifying Examination

View External Case Study Law Summative
Wolverhampton Law School, University of Wolverhampton, Wolverhampton, England, UK.
Other

Learning by doing: enhancing hydrology lectures with individual fieldwork projects


Long Descriptive Account

In a geography undergraduate course, new teaching methods and assessment were designed, allowing students to investigate a river of their choice by completing homework tasks and presenting their results on a poster. The advantage was in the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.

Keywords: Active learning, student-centred, posters, homework, projects

View External Case Study Geography and Geoscience Summative, Continuous
University of Birmingham, Birmingham, UK
Other

Instagram photography and the geography field course: snapshots from Berlin


Long Descriptive Account

This case study critically reflects on the use of Instagram to enhance student participation, engagement, and learning on a geography field course in Berlin.

Keywords: photography, social media, engagement, reflective,

View External Case Study Geography and Geoscience Formative

Thom Davies, Colin Lorne and Leon Sealey-Huggins

University of Nottingham, Nottingham, UK
Other

Step‐by‐step teaching method improves the learner achievement in dental skill training


Long Descriptive Account

This case study aimed to assess and compare the outcomes of all‐in‐one and step‐by‐step teaching methods in dental skill training.

Keywords: step‐by‐step, teaching methods, tooth preparation, digital assessment

View External Case Study Dentistry Summative

Xiaoqiang Liu, Mingyue Liu, Yang Yang, Cong Fan, Jianguo Tan

Peking University School and Hospital of Stomatology, Beijing, China
Other

Objective Assessment of the Entrustable Professional Activity Handover in Undergraduate and Postgraduate Surgical Learners


Long Descriptive Account

This case study used a virtual patient simulation (VPS) to quantifiably and objectively assess undergraduate (UG) to postgraduate (PG) medical learners’ acquisition of the entrustable professional activity (EPA) “handover,” focusing particularly on the transition to residency.

Keywords: Professionalism, Communication Skills, Practice-Based Learning

View External Case Study Medicine Summative

Nancy Posel, Michael L. Hoover, Simon Bergman,  Jeremy Grushka, Alicia Rosenzveig, and David Fleiszer

Faculty of Medicine, McGill University, Montreal, Quebec, Canada
Other

Implementing summative assessment with a formative flavour: a case study in a large class


Long Descriptive Account

This case study reports on how elements of formative practices can be implemented as part of summative assessment in very large undergraduate cohorts (n = 1500 in one semester), studying in different modes (on- and off-campus), with multiple markers, and under common cost and time constraints. Design features implemented include the use of exemplars, rubrics and audio feedback.

Keywords: Audio feedback, rubrics, Exemplars, Large classes, Standardisation

View External Case Study Social Studies Formative, Summative

Jaclyn Broadbent, Ernesto Panadero and David Boud

Deakin University, Geelong, Australia
Other

Adaptive Learning and Analytics in Engineering Education


Short Account of Practice

It is difficult to accomplish a learning methodology tailored to individual students in large classes with traditional teaching methods. In this case study, an adaptive learning system, employing a rule-based logic was developed and tested. The questions were served to students adaptively by the computer, based on their level of understanding.

Keywords: Adaptive learning, technology enhanced learning

View External Case Study Engineering and Technology Formative

Akash Kumar, Rajesh C. Panicker, Dipti Srinivasan and Deepu John

National University of Singapore
Other

Helping Students Learn and Monitor Progress: Expectations and Challenges of formative online testing


Short Account of Practice

In a Contract Law class of over 250 undergraduate students, an online testing tool was used to encourage students to engage with module content at an early stage and in a continuous way. This case study investigates the attitudes towards and suitability of online testing as a tool with potential for supporting students' out-of-class formative learning. 

Keywords: online assessment, supportive, continuous learning, contract law

View Case Study Law Formative
School of Law
QUB

Rubric system for evaluation of crown preparation performed by dental students


Short Account of Practice

This case study aimed to investigate the use of an analytic rubric system for the evaluation of all-ceramic crown preparation on the right maxillary central incisor performed by the dental students.

Keywords: Rubrics, crown preparation, criterion based assessment

View External Case Study Dentistry Summative
Department of Prosthetic Dental Sciences, College of Dentistry, King Saud University, Riyadh, Saudi Arabia
Other

Increasing clinical relevance in oral radiology: Benefits and challenges when implementing digital assessment


Long Descriptive Account

The aims of the case study were to investigate benefits and challenges in implementing a digital examination and study the clinical relevance of the digital examination in relation to clinical training and practice.

Keywords: e-assessment, clinical skills, professional skills, exam performance

View External Case Study Dentistry Summative

T. de Lange, A. Møystad, G. R. Torgersen

Department of Education, University of Oslo, Norway
Other

Comparison of a prepCheck-supported self-assessment concept with conventional faculty supervision in a pre-clinical simulation environment


Short Account of Practice

This case study aimed to evaluate the educational outcome of a digitally based self-assessment concept (prepCheck; DentsplySirona, Wals, Austria) for pre-clinical undergraduates in the context of a regular phantom-laboratory course.

Keywords: self assessment, clinical skills, electronic assessment, laboratory

View External Case Study Dentistry Summative

M. Wolgin, S. Grabowski, S. Elhadad, W. Frank, A. M. Kielbassa

University of Dental Medicine and Oral Health, Danube Private University (DPU),Krems, Austria
Other

Quantifying participation in, and the effectiveness of, remediating assessment in a university mathematics module


Long Descriptive Account

The continuous assessment component comprises 10 weekly quizzes which combine to contribute 40% of the final module mark. If students did not receive the full five marks on their weekly quiz, they were provided with the opportunity to resubmit their corrected weekly quiz with an explanation of their error(s) for one additional mark.

Keywords: remediation, maths, quizzes, formative feedback, continuous

View External Case Study Mathematical Sciences Formative, Continuous

Emma Howard, Maria Meehan and Andrew Parnell

School of Mathematics and Statistics, University College Dublin, Ireland
Other

Formative self-and peer assessment for improved student learning: the crucial factors of design, teacher participation and feedback


Long Descriptive Account

This case study provides the findings of a two-year study of formative self and peer-assessment at an Australian university. The study supports other research showing that students tend to regard formative self and peer-assessment as beneficial for gaining more insights about the assessment process and for improving their own work.

Keywords: self assessment, peer assessment, formative assessment, assessment design

View External Case Study Social Studies Formative

Thomas Wanner and Edward Palmer

University of Adelaide, Adelaide, Australia
Other

CALOHEE: Learning Outcomes and Assessment in Civil Engineering


Short Account of Practice

Existing approaches to assess quality of learning tend to look at processes and not at achieved learning by civil engineering students. CALOHEE applied a forward looking approach, focusing on what a graduate should know and be able to do in order to function successfully in life and contribute to society (learning outcomes perspective).

Keywords: civil engineering, learning outcomes, assessment design

View External Case Study Engineering and Technology Summative
Department of Civil Engineering - FEUP University Porto, Porto, Portugal.
Other

(Dis)agreement on Sight Singing Assessment of Undergraduate Musicians


Short Account of Practice

A case study addressing sight-singing assessments for undergraduate music students, followed by an exploration of the validity of models used when assessing high level music performance.

Keywords: music, sight-singing assessment, assessment criteria

View External Case Study Creative Arts and Design Summative

Graziela Bortz, Nayana G. Germano and Hugo Cogo-Moreira

Universidade Estadual Paulista Júlio de Mesquita Filho, São Paulo, Brazil.
Other

Assessment of clinal ability in the removal of teeth among undergraduate dental students: a longitudinal comparative study.


Short Account of Practice

This case study encompasses the development and implementation, of a new, structured, and objective assessment scale to evaluate the clinical ability of undergraduate dentistry students to remove teeth. The scale includes 11 items that measure the various skills required on a visual analogue scale (VAS).

Keywords: dentistry, assessment scale, assessment competency

View External Case Study Dentistry Summative
College of Dentisty, University of Mosul, Mosul, Iraq.
Other

The effect of switching to mandatory online course assessments on response rates and course ratings


Short Account of Practice

This case study compares student course assessments before and after the University of South Florida made online evaluations mandatory for all courses.

Keywords: student evaluations, online evaluations, student feedback, criminology

View External Case Study Law Summative

Ojmarrh Mitchell, and Melissa Morales

University of South Florida, Tampa, FL, USA
Other

To see or not to see? Comparing the effectiveness of examinations and end of module assessments in online distance learning


Long Descriptive Account

This case-study investigates the extent to which different types of assessment allow students to effectively demonstrate and apply their learning. It investigates assessment effectiveness in terms of student satisfaction, pass rate, and level of pass rate in an undergraduate, second-level online psychology module.

Keywords: student satisfaction, final assessment, examination, mixed model approach

View External Case Study Psychology Continuous

Jim Turner & Gemma Briggs

The Open University, Milton Keynes
Other

An authentic constructionist approach to students’ visualisation of the law


Long Descriptive Account

This case study discusses the perspectives of undergraduate law students on visualisation used as a constructivist technique for learning the law in an authentic context. Student constructions of story-boards, comics, films and and animation are explored as an authentic method of personalised learning of legal professional conduct and ethics.

Keywords: Storyboard, comic, film, animation, visual learning, constructionism, authentic assessment

View External Case Study Law Formative

Stephen Edward Colbran & Anthony Gilding

School of Business and Law, CQUniversity, Brisbane, Australia.
Other

Online collaboration as a pedagogical approach to learning and teaching undergraduate legal education.


Short Account of Practice

This case study utilises new technologies to provide an alternative mode of teaching and learning to meet growing industry demands for graduates who are technologically savvy and have strong communication and collaboration skills. A law unit is redesigned to combine a more traditional appraoch with an approach in which online collaboration is critical to student learning as a teaching and assessment tool.

Keywords: online collaboration, online teamwork, online learning.

View External Case Study Law Formative, Summative

Lisa Bugdena, P. Redmondb and J. Greaneya

University of New England, Armidale, Australia.
Other

Effects of formative assessment in an augmented reality approach to conducting ubiquitious learning activities for architecture courses


Long Descriptive Account

This case-study uses an augmented reality (AR) - based learning system for an architecture course. A formative assessment mechanism is used which guides students to find answers on their own by giving hints when they fail to correctly answer questions.

Keywords: Formative assessment, augmented reality, AR, Architecture, ubiquitous learning

View External Case Study Architecture, Building and Planning Formative

Hui‑Chun Chu, Jun‑Ming Chen, Gwo‑Jen Hwang*, Tsung‑Wen Chen

Soochow University, Taipei 100, Taiwan
Other

Assessing the application of knowledge in clinical problem-solving: The structured professional reasoning exercise


Short Account of Practice

This case-study aimed to investigate the utility of the Structured Professional Reasoning Exercise (SPRE), a new competence assessment method designed to measure dental students' clinical reasoning in simulated scenarios, covering the clinical areas of Oral Disease, Primary Dental Care and Restorative Dentistry, Child Dental Health and Dental Practice and Clinical Governance. 

Keywords: clinical reasoning, simultion, structured assessment

View External Case Study Dentistry Summative

M. P. Escudier, M. J. Woolford, J. A. Tricio

King’s College London Dental Institute, London, UK
Other

Faculty calibration and students’ self-assessments using an instructional rubric in preparation for a practical examination


Short Account of Practice

This case study investigates the effect of faculty calibration and students' self-assessments on students' performances in a periodontal practical examination.

Keywords: practical examination, instructional rubric, faculty calibration, self-assessment.

View External Case Study Dentistry Formative

S.-L. Oh, L. Liberman, O. Mishler

School of Dentistry, University of Maryland, Baltimore, MD,
Other

Meta-assessment in a project-based systems engineering course


Long Descriptive Account

This case-study details the development and implementation of a student-orientated meta assessment  approach and tool for a mandatory undergraduate systems engineering PBL-based course.

Keywords: meta-assessment, peer-assessment, project-based learning, PBL, systems engineering

View External Case Study Engineering and Technology Formative, Summative

Niva Wengrowicz, Yehudit Judy Dori and Dov Dori

Israel Institute of Technology, Haifa, Israel
Other

Innovative assessment paradigm to enhance student learning in engineering education


Long Descriptive Account

This case-study depicts the introduction of an innovative assessment paradigm, which integrates formative, summative and student self-assessment (SSA) to enhance student learning. The assessment innovation was implemented in a senior-level civil engineering design course.

Keywords: learner-led-learning, self-assessment, formative assessment, summative assessment, civil engineering

View External Case Study Engineering and Technology Formative, Summative
United Arab Emirates University, Al Ain, UAE
Other

Engaging Oral Health Students in Learning Basic Science Through Assessment That Weaves in Personal Experience


Long Descriptive Account

This case-study evaluated the use of a learner-centered assessment portfolio designed to increase student engagement with basic science in an oral health therapy program at the University of Sydney, Australia. Three assessments were conducted in three subsequent semesters: one based on students' interest in everyday phenomena; the second focused on scientific evidence and understanding of systemic diseases; and the third explored the relations between oral and general health.

Keywords: assessment, integrative learning, learner centred assessment, student engagement.

View External Case Study Dentistry Formative, Summative

Delyse Leadbeatter, Jinlong Gao

Faculty of Dentistry, University of Sydney, Australia
Other

A Scoring System for Assessing Learning Progression of Dental Students’ Clinical Skills Using Haptic Virtual Workstations


Long Descriptive Account

This case-study details the development and testing of a scoring system used to assess the learning progression of novice dental students using haptic virtual workstations.

Keywords: preclinical education, clinical skills, assessment, educational technology, technology-enhanced learning, simulations, haptic technology, haptics

View External Case Study Dentistry Summative

Sama Ria, Margaret J. Cox, Barry F. Quinn, Jonathan P. San Diego, Ali Bakir, Mark J. Woolford,

Dental Institute and School of Education and Communication Studies, King’s College London
Other

What if best practice is too expensive? Feedback on oral presentations and efficient use of resources


Long Descriptive Account

This case study focuses on a credit-bearing classroom module in which MSc students of banking, economics and finance are trained in literature review and various associated skills. It evaluates methods of providing formative feedback on oral presentations to these students when teaching resources are limited.

Keywords: feedback, oral presentations, video feedback, skills training, limited resources.

View External Case Study Multidiscipline Formative, Summative

Lawrence A. Leger, Karligash Glass, Paraskevi Katsiampa, Shibo Liu & Kavita Sirichand

Loughborough University, Loughborough, UK
Other

Inclusive assessment for linguistically diverse learners in higher education


Long Descriptive Account

In this case-study, design-based research guidelines were used with student-faculty partnership, to design, develop, implement and evaluate contextually sensitive assessment protocol as inclusive and fair assessment.

Keywords: inclusive assessment, linguistically diverse learners, design-based research, student partnership

View External Case Study Education Summative

Amrita Kaur, Mohammad Noman & Hasniza Nordin

University Utara Malaysia, Sintok, Malaysia
Other

Group peer assessment for summative evaluation in a graduate-level statistics course for ecologists


Long Descriptive Account

This case-study uses online technology (via the course management system Moodle) to implement structured, summative peer review based on an anchored rubric in an ecological statistics course taught to graduate students.

Keywords: peer assessment, moodle, rubrics, statistics,

View External Case Study Biological Sciences Summative

Althea ArchMiller, John Fieberg, J.D. Walker & Noah Holm

University of Minnesota, St. Paul, MN, USA
Other

Employing Wikipedia for good not evil: innovative approaches to collaborative writing assessment


Long Descriptive Account

This article encompasses two case studies: In the first case-study, undergraduate writing students are inducted into fact checking, editing and creating Wikipedia articles as a means to analyse source material critically and to advance their research writing and digital literacy. In the second case-study, postgraduate students in a magazine studies course are promoting Australian magazines and print culture by writing Wikipedia entries about Antipodean magazines and their editors.

Keywords: group assessment, formative assessment, wikipedia, magazines, English, academic writing

View External Case Study Languages (English, EFL and other) Formative, Summative

Frances Di Lauro, Rebecca Johinke

The University of Sydney, Australia
Other

Students’ choices and achievement in large undergraduate classes using a novel flexible assessment approach


Long Descriptive Account

This case study presents a feasible and effective approach to flexible assessment, describe choices made by 2016 students in 12 sections of two different courses using this approach, and explores associations between students’ choices and academic achievement.

Keywords: flexible assessment, flexible learning, student-centred, choice, achievement

View External Case Study Global Food Summative
University of British Columbia, Vancouver, Canada
Other

The effects of collaborative testing on higher order thinking: Do the bright get brighter?


Long Descriptive Account

The aim of this study was to explore the benefits of collaborative testing on overall performance, as well as performance on higher order thinking questions. Undergraduate students completed an individual followed by a collaborative test as part of summative assessment.

Keywords: active learning, Bloom’s taxonomy, learning assessment, social interdependence theory

View External Case Study Multidiscipline Summative

John W Mahoney, Brooke Harris-Reeves

Australian Catholic University, Australia
Other

Engaging with assessment: Increasing student engagement through continuous assessment


Long Descriptive Account

Using the knowledge that many students are ‘assessment-driven’, a low-stakes continuous weekly summative e-assessment was introduced to a module. The impact this had on student engagement was measured by studying student activity within the module virtual learning environment.

Keywords: continuous assessment, learning analytics, student engagement, virtual learning environment

View External Case Study Geography and Geoscience Continuous
Sheffield Hallam University, UK
Other

Authentic assessment in contract law: legal drafting.


Long Descriptive Account

This case study discusses the inclusion of a drafting exercise as part of the contract law assessment over four years in terms of the authenticity of the assessment task and feedback from students about the exercise. A sample exercise is included in the paper.

Keywords: Authentic assessment; legal drafting; contract law

View External Case Study Law Summative
School of Law and Justice, University of Southern Queensland, Brisbane, Australia.
Other

Bringing the battlefield into the classroom: using video games to teach and assess international humanitarian law.


Long Descriptive Account

The School of Law at Queen’s University Belfast has developed a series of innovative computer scenarios based on the Arma 3 open world tactical war simulator. A variety of formative scenarios (addressing issues such as cluster munitions and landmines) were developed to familiarise the students with the factual scenario and the computer technology.

Keywords: International humanitarian law; video games; multiple intelligences; technology

View External Case Study Law Formative, Summative

Luke Moffett, Dug Cubie & Andrew Godden

Queen's University Belfast.
QUB

Enhancing student performance and employability through the use of authentic assessment techniques in extra and co-curricular activities (ECCAs).


Long Descriptive Account

The case study advocates the use of authentic assessment techniques, delivered in extra and co-curricular activities (ECCAs), to augment and improve student performance on academic law degree programmes.

Keywords: Authentic assessment; student performance; student employability; summative and formative assessment

View External Case Study Law Formative, Summative

Dan Berger & Charles Wild

School of Law, University of Hertfordshire, Hatfield, Hertfordshire.
Other

Global standards and outcomes of a legal education: how rubrics can help to deliver objectivity, transparency, verifiability and consistency


Long Descriptive Account

This case study addresses the research behind rubrics, the connection between the Singapore Declaration and rubrics and some “lessons learnt” from the author’s teaching experiences

Keywords: Rubrics; grading; assessment

View External Case Study Law Summative
International Law Department, Kuwait International Law School (KILAW), Doha City, Kuwait.
Other

Teaching and learning global urban geography: an international learning-centred approach


Long Descriptive Account

Using this module as a case study, the paper demonstrates the ways in which student learning and engagement with internationalized global urban geography can be facilitated by a learning-centred approach that is enhanced through the design of, and engagement with, assessment items, particularly research-led learning journals.

Keywords: Internationalization; urban geography; learning journals; learning-centred paradigm

View External Case Study Geography and Geoscience Summative
Department of Geography, University College Cork, Ireland
Other

Using narrative fiction as a means of assessing and learning in a history of social welfare module


Long Descriptive Account

This case study describes a narrative development project undertaken by students on a History of Social Welfare module at a British university. Students were asked to choose a character, setting and story from a range of scenarios and time periods that reflected many of the key areas covered in lecture and seminar classes. The narrative was not formally assessed but aligned closely with the summative assessment for the module.

Keywords: Assessment; groupwork; narrative; social welfare

View External Case Study Historical and Philosophical Studies Formative

Jonathan Parker and Harry Farmer

Bournemouth University, Bournemouth, UK
Other

Skills evaluation at the University: Experiences and reflections in two geography modules


Short Account of Practice

The goal of this text is to propose different innovative, skills-based assessment methodologies in two modules from different university degrees.

Keywords: Assessment; educational innovation;

View External Case Study Geography and Geoscience Formative, Summative
University of Valencia, Spain.
Other

Student Co-Teaching to Foster Learning Autonomy: A Case Study in an Undergraduate History Classroom in Hong Kong


Long Descriptive Account

This case-study focuses on an undergraduate History classroom in Hong Kong where Peer Seminars were implemented, a pedagogical and assessment form which empowers students to be active instructors for their own Peer Seminars and enthusiastic participants in other classmate-led Peer Seminars. All students led one peer seminar during the semester in pairs or trios, and were expected to partcipate in the rest of the sessions as engaged listeners and speakers.

Keywords: Peer Seminar, Co-Teaching, Scaffolding

View External Case Study Historical and Philosophical Studies Formative, Summative

Loretta E. Kim and Eugene S. Tam

The University of Hong Kong
Other

Evidence-based dentistry: assessment to document progression to proficiency


Short Account of Practice

This case-study describes the University of Iowa's College of Dentistry's development and implementation of assessment strategies to guide student learning of Evidence Based Dentistry (EBD) knowledge, application and assimilation to serve as a model for other institutions developing EBD assessment protocols.

Keywords: evidence based dentistry, assessment strategy,

View External Case Study Dentistry Formative, Summative

T. A. Marshall, C. L. Straub-Morarend, S. Guzman-Armstrong and N. Hando

Department of Preventive and Community Dentistry, College of Dentistry, University of Iowa
Other

Evaluation of an assessment system for professionalism amongst dental students


Long Descriptive Account

This case-study uses a previously developed conceptual framework to design an assessment programme to assess dental students professonalism and encourage them to reflect on and explain their observed behaviours with appropriate feedback. The programme was panel-tested and then administered to a cohort of senior dental students.

Keywords: dental professionalism, feedback, reflection

View External Case Study Dentistry Formative, Summative

S. Zijlstra-Shaw, T. Roberts and P. G Robinson

School of Clinical Dentistry, University of Sheffield, Sheffield, UK,
Other

Prompted Self-Regulated Learning Assessment and Its Effect for Achieving ASCE Vision 2025.


Long Descriptive Account

This case-study introduces the theoretical construct of Self-Regulated Learning (SRL) and the effective pedagogies of cultivating SRL skills from educational research findings, presents a novel instructional framework and its procedures to support students' SRL skill development, and reports its implementation outcomes in civil engineering curricula at a minority serving institution.

Keywords: ASCE Vision 2025, Civil Engineering, self-regulated learning, evaluation, instructional framework

View External Case Study Engineering and Technology Formative

Wei Zheng, Jianjun Yin, HuiRu Shi, and Gordon Skelton,

Jackson State University
Other

Sustainable assessment for lifelong learning


Long Descriptive Account

This case-study operationalises Boud's approach to assessment to analyse practices in two contrasting national contexts: the sociology departments of the Midlands University in the UK and Nam Du University in Vietnam, and re-frames this framework as a guide to improving practices and better-supporting lifelong learning.

Keywords: sustainable assessment, life-long learning, social commitments

View External Case Study Social Studies Formative

Tham T.H. Nguyen, Melanie Walker

University of the Free State, Bloemfontein, South Africa
Other

Participatory assessment and the construction of professional identity in folk and popular music programs in Finnish and Australian music universities


Long Descriptive Account

This instrumental case-study explores assessment practices in two higher music education contexts, namely within folk music education in Finland and popular music education in Australia. While each of these two instances have significant individual characteristics, they share a focus on understanding assessment as learning and the development of a professional identity through the active participation of the student community in the assessment processes. 

Keywords: community of practice, folk music, music education, music, popular music, professional identity

View External Case Study Creative Arts and Design Formative

Heidi Partti, Heidi Westerlund, Don Lebler

Sibelius Academy, University of the Arts Helsinki, Finland
Other

Research-based learning for undergraduate students in soil and water sciences: a case study of hydropedology in an aridzone environment


Long Descriptive Account

This case study reports on the efficacy of a research-based learning (RBL) exericise on hydropedology of arid zones, with guided and open research projects (OPR) carried out by teams of undergraduate students in Oman.

Keywords: research-based learning, RBL, soil science, hydropedology

View External Case Study Physical Sciences (Chemistry, Physics and other) Formative, Summative

Ali Al-Maktoumi, Said Al-Ismaily, Anvar Kacimov

Sultan Qaboos University, Muscat, Oman
Other

A model for conducting and assessing interdisciplinary undergraduate dissertations


Long Descriptive Account

This case study presents an effort to create a unified model for conducting and assessing undergraduate dissertations, shared by all disciplines involved in computer-game development at a Swedish University. The model developed has been successful in that it allows for a unified process for disciplines from fundamentally different academic traditions.

Keywords: undergraduate dissertation, interdisciplinary, computer-game development

View External Case Study Computer Science Summative
University of Skövde, Skövde, Sweden
Other

Starting small in assessment change: short in-class written responses


Long Descriptive Account

This study focused on an innovation which involved students being assessed on short written responses to an issue to be addressed in the following classroom session. The innovation was evaluated through a student survey, individual and focus-group interviews with participants, and the analysis of a critical friend.

Keywords: assessment change, short written responses, writing in-class, weekly assessment, curriculum and assessment

View External Case Study Education Formative

David Carless, Jiming Zhou

University of Hong Kong, Hong Kong
Other

Video-based Learning Versus Traditional Method for Preclinical Course of Complete Denture Fabrication


Long Descriptive Account

The purpose of this case-study was to determine the effect of a new educational modality bu using videotapes on the performance of dental students in a pre-clinical course of complete denture fabrication. This quasi-experimental study was performed on 54 junior dental students in Shahid Beheshti University of Medical Sciences (SBMU).

Keywords: dental education, video-based learning, post-test, pre-test, complete denture

View External Case Study Dentistry Formative

Amir Fayaz, Azita Mazahery, Mohammad Hosseinzadeh, Samane Yazdanpanah

Shahid Beheshti University of Medical Sciences, Tehran, Iran
Other

Use of an Analytical Grading Rubric for Self-Assessment: A Pilot Study for a Periodontal Oral Competency Examination in Predoctoral Dental Education


Long Descriptive Account

This case-study sought to determine if use of a pre-defined grading rubric would improve reliability between faculty and dental student assessment on a periodontal oral competency examination. Faculty members used the grading rubric to assess students' performance on the exam. Immediately after taking the exam, students used the same rubric to self-assess their performance on it.

Keywords: self assessment, critical thinking, educational measurement

View External Case Study Medicine Formative

Keerthana M. Satheesh,  Lorraine B. Brockmann,  Ying Liu, Cynthia C. Gadbury-Amyot

University of Missouri-Kansas
Other

Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module


Long Descriptive Account

This study used low-stakes continuous weekly summative e-assessment to positively influence student engagement in an optional level 5 (second year) undergraduate geography module delivered at a UK higher education institution. The study suggests that carefully designed assessments can be used to increase student engagement and learning, and, as a result, contribute to improving the quality of the overall student experience. 

Keywords: continuous assessment, geography education, student engagement, student experience

View External Case Study Geography and Geoscience Summative
University of Northampton, Northampton, UK
Other

Concept maps for assessing change in learning: a study of undergraduate business students in first year marketing in China


Long Descriptive Account

This study explains the application of concept mapping to help foster a learning-centred approach. It investigates how concept maps are used to measure the change in learning following a two-week intensive undergraduate Marketing Principles course delivered to 162 Chinese students undertaking a Bachelor of Business Administration programme in China.

Keywords: change in learning, concept mapping, deep learning, knowledge structure, learning-centered approach

View External Case Study Business and Administrative Studies Formative, Summative
Southern Cross University, Lismore, Australia
Other

Multimodal approaches to reflective teaching and assessment in higher education


Long Descriptive Account

This paper presents three case-studies of reflective practice in the area of Creative Industries in Higher Education - Dance, Fashion and Music.  It discusses the ways in which higher education teachers and students use multimodal approaches to express knowledge and reflective practice in such a context.

Keywords: creative industries, disciplinary discourse, reflective pratice, creative arts, design, dance, fashion, music

View External Case Study Creative Arts and Design Formative

Georgina Barton, Mary Ryan

Griffith University, Brisbane, Australia
Other

Fieldwork, heritage and engaging landscape texts


Long Descriptive Account

This study highlights the dynamic nature of heritage landscapes and the creative ways in which they can be understood and represented through diverse forms of engagement and assessment. It outlines and analyses efforts to critically engage with “heritage” through the development and responses to a series of undergraduate residential fieldwork trips held in the north coast of Jamaica.

Keywords: fieldwork, heritage, landscape, geography education, environmental science

View External Case Study Geography and Geoscience Formative, Summative
University of Dundee
Other

Assessing Large Project Courses: Model, Activities, and Lessons Learned


Long Descriptive Account

This study presents an assessment model used in Computer Science that consists of a collection of assessment activities, each covering different aspects. These activities have been applied, developed and improved over a seven-year period. To evaluate the usefulness of the model, questionnaire-based surveys were performed over a two-year period. Additionally, an experiement was carried out examining to what extent students can peform fair peer assessment and to what degree the assessments of students and teachers agree.

Keywords: software engineering, peer assessment, large-project courses

View External Case Study Computer Science Formative, Summative

Maria Vasilevskaya, David Broman, Kristian Sandahl

Linkoping University
Other

Using peer assessment of fieldwork to enhance students' practical training


Long Descriptive Account

In this study, students' peer-assessment of fieldwork is explored as a method to improve their practical training as part of a geospatial discipline. It presents and evaluates a marking, feedback and moderation tool of assessment which was developed.

Keywords: peer-review, assessment for learning, moderation, student engagement, surveying, practical skills, geospatial sciences, engineering, fieldwork

View External Case Study Multidiscipline Formative, Summative
Curtin University, Perth, Australia
Other

An empirical exploration of metacognitive assessment activities in a third-year civil engineering hydraulics course


Long Descriptive Account

This case study comprises the investigation and evaluation of a metacognitive curricular approach, exploring the variation in students' and teachers' discernment of structural complexity of concepts and its potential for enhancing students' learning and conceptual understanding of threshold concepts. Three trials of a metacognitive assessment activity administered to two cohorts on a civil engineering course were investigated.

Keywords: metacognition, threshold concepts, problem solving, formative assessment, civil engineering, hydraulics

View External Case Study Engineering and Technology Formative

Jan H.F. Meyera, David B. Knight, David P. Callaghana, Tom E. Baldocka

University of Queensland, Brisbane, Australia, Viginia Tech, Blacksburg, VA, USA
Other

Active learning through student film: a case study of cultural geography


Long Descriptive Account

This case study contributes to the debate over the potential of film as a pedagogical aid. The study suggests that integrating film into assessment offers a “eureka” moment in the student learning experience.

Keywords: film, student learning, deep learning, active learning

View External Case Study Geography and Geoscience Formative, Summative
Cardiff University
Other

Going mobile: perspectives on aligning learning and teaching in geography


Long Descriptive Account

This case study explores the success of a novel strategy to design an assessment regime that captures a field experience in Dublin as a whole for both staff and students alike.

Keywords: GPS-enabled mobile learning, constructive alignment, mediascape

View External Case Study Geography and Geoscience Formative, Summative

Claire H. Jarvis, Jennifer Dickie, Gavin Brown

University of Leicester
Other

Competency assessment tools: An exploration of the pedagogical issues facing competency assessment for nurses in the clinical environment


Short Account of Practice

This case study provides an alternative approach to the use of competency assessment tools that moves away from a ‘tick-box’ approach to a ‘patient-centred’ competency model. This approach increases the reliability and validity of competency assessments, allows for the recognition of the knowledge, skills and experience of individual nurses, offers a more satisfying and rewarding approach to demonstrating ‘competency’ fornurses and finally, demonstrates ‘real-life’ competency.

Keywords: competency assessment, competency assessment tools, patient-centered, nursing education, observed clinical competency assessment

View External Case Study Subjects Allied to Medicine Summative

Natasha Franklin, Paula Melville, Grad Dip

University of Technology Sydney, Australia
Other

Assessment guiding learning: developing graduate qualities in an experiential learning programme


Long Descriptive Account

This case study explores an innovative experiential learning programme built on the principles of work-related learning that develops students to attain graduate qualities for competitiveness in the business sector. The role and importance of assessment as a core influence for learning is recognised and embedded into the programme, as well as the prevalence of meeting the needs of its stakeholders.

Keywords: experiential learning, reflection, graduate skills, placement

View External Case Study Business and Administrative Studies Formative, Continuous

Michael David Clements, Bonnie Amelia Cord

Swinburne University of Technology, Melbourne, Australia
Other

Insights on web-based peer review: a case study with energy engineering students


Long Descriptive Account

This paper presents the results of a case study in an energy engineering undergraduate course. The results of this allow deeper reflexion on how to improve the design and implementation of future web-based peer assessment tasks.

Keywords: collaborative writing, web-based peer assessment, students' perceptions, peer feedback

View External Case Study Engineering and Technology Formative, Summative

Caroline Dominguez, Ana Maia, Daniela Pedrosa, Maria Nascimento, Gonçalo Cruz

University of Trás-Montes e Alto Douro Vila Real, Portugal
Other

Formative assessment in first year mathematics through peer review and reflection


Short Account of Practice

This study describes the redesign of the delivery and assessment of a first-year undergraduate mathematics module. The aim was to build student confidence by encouraging them to take greater responsibility for their learning through the use of self assessment, peer review and reflection on the quality of their work and learning. Students were required to keep a log book in which they would attempt a worksheet each week before attending a feedback session to ensure engagement with tasks on a weekly basis.

Keywords: reflection, mathematics, diverse learners, self assessment, peer review, log books, engagement

View Case Study Engineering and Technology Formative, Summative

Cole, JS, Fraser, K

Mechanical and Aerospace Engineering
QUB

A scaffolded approach to Discussion Board use for formative assessment of academic writing skills


Long Descriptive Account

In this case study, we offer one attempt at addressing contemporary academic challenges: use of information technology to provide timely feedback through formative assessment to help students with a range of abilities to acquire the academic writing skills necessary to succeed in higher education. Early indications show that students find this form of formative assessment very useful.

Keywords: discussion board, academic writing skills, timely feedback, scaffolding

View External Case Study Multidiscipline Formative

Louise Horstmanshof, Sonya Brownie

Southern Cross University, Lismore, Australia
Other

Integrating assessment matrices in feedback loops to promote research skill development in postgraduate research projects


Long Descriptive Account

This case study describes the development and initial application of an assessment matrix to support student learning in postgraduate research studies at the University of Adelaide. Students and supervisors in the multi-disciplinary Master programmes  benefit from the clear descriptors to clarify expectations and standardise grading.

Keywords: assessment matrices, feedback loops, promoting student learning

View External Case Study Multidiscipline Formative, Summative

Jackie Venning, Femke Buisman-Pijlman

University of Adelaide, South Australia
Other

Making group assessment transparent: what wikis can contribute to collaborative projects


Long Descriptive Account

This case study investigates the use of new media technologies, in particular wikis, for the compiling and grading of group assessment tasks. The aims of this paper are to examine whether a wiki can help make the grading of group work fairer and whether the wiki environment encourages students to engage more directly with the contributions of other group members, thereby making it a truly collaborative experience.

Keywords: group assessment, wikis, network literacies, group projects, peer working, collaborative working

View External Case Study Multidiscipline Summative

Helen Caple, Mike Bogle

University of New South Wales, Sydney, Australia
Other

“Ruby’s Music Festival”: developing problem solving skills using online scenarios and creating opportunities to feed forward.


Long Descriptive Account

This case study looks at the implementation of web-based scenarios completed by students prior to summative assessment with the objective of improving legal problem-solving skills. It examines the design process and the implementation of the problem-solving activity and the approach to teaching and learning taken in the new law unit of which it is part.

Keywords: feedback, web-based scenarios, problem-solving skills, feed forward

View External Case Study Law Formative, Summative

Michelle Backstrom, Donna Cooper

Law Faculty, Queensland University of Technology, Brisbane, Australia
Other

Assessing student group work: is there a right way to do it?


Long Descriptive Account

This case study reflects upon the authors experiences of setting and grading group work. They consider different assessment approaches, including peer assessment, lecturer assessment, and student participation.

Keywords: grading group work, portfolio, peer assessment, formative, understanding criteria

View External Case Study Law Formative, Summative

Sandra Clarke, Michael Blissenden

University of Greenwich, University of Portsmouth, University of Western Sydney, Australia
Other

Embedding employability in assessment: searching for the balance between academic learning and skills development in law: a case study


Long Descriptive Account

Using the example of a new approach to assessment of the European Law module at the University of Bolton, which adopts an oral assessment alongside a traditional written exam, this case study gives consideration to the benefits and practicalities of embedding employability in assessment.

Keywords: embedding employability, communication skills, written exam

View External Case Study Law Formative, Summative
Manchester Metropolitan University
Other

Reflective Journals as a Tool for Auto-Ethnographic Learning: A Case Study of Student Experiences With Individualized Sustainability


Long Descriptive Account

This paper critically evaluates the use of journals as a pedagogic tool to encourage reflection, critique and self-analysis by students. Based within a postgraduate teaching module reflexive journals were employed as a method of assessment which, supplemented by conventional lectures and student focus groups, sought to explore the relations, opportunities and obstacles for sustainable development at the individual level.

Keywords: reflective diary, auto-ethnography, sustainability

View External Case Study Architecture, Building and Planning Formative
Cardiff University,
Other

Expanding assessment methods and moments in history


Long Descriptive Account

This case study describes an assessment innovation in 2008 that expanded both the frequency and variety of activities completed by 182 undergraduates taking a course on the history of African-American freedom struggles.

Keywords: continuous assessment, history teaching, student learning

View External Case Study Historical and Philosophical Studies Continuous

Jennifer Frost,Genevieve de Pont, Ian Brailsford

The University of Auckland, New Zealand
Other

Peer-led training and assessment in basic life support for healthcare students: Synthesis of literature review and fifteen years practical experience


Long Descriptive Account

This large scale, peer-led BLS course demonstrates that such programmes can have excellent outcomes with outstanding participant satisfaction. Peer-tutors and assessors are competent, more available and less costly than clinical staff. Student instructors develop skills in teaching, assessment and appraisal, organisation and research.

Keywords: basic life support, peer assessment, peer teaching, course development

View External Case Study Medicine Summative

P.R. Harvey, C.V. Higenbottam, A. Owen, J. Hulme, J.F. Bion

Sandwell and West Birmingham Hospitals NHS Trust, Dudley Road, Birmingham, UK
Other

The potential and possibilities of oral history for skills development at undergraduate level


Long Descriptive Account

The main purpose of this case study is to identify and interpret certain trends and patterns regarding skills development as both a direct and an indirect outcome of this oral history module by using data obtained from questionnaires, interviews and evaluation forms.

Keywords: oral history, constructivism, undergraduate module, skills development, interdisciplinary research

View External Case Study Historical and Philosophical Studies Formative, Summative

Derek du Bruyn, Marietjie Oelofse

Department of History, University of the Free State, Bloemfontein
Other

Effective formative e-assessment of student learning: a study on a statistics course


Long Descriptive Account

This case study reports on a study involving 104 students taking a statistics course in a degree programme in rehabilitation science in Hong Kong. The assessment strategy was redesigned to include a weekly online formative assessment activity for 10 weeks.

Keywords: assessment experience, MCQ,

View External Case Study Subjects Allied to Medicine Formative

Paula Hodgson, Marco Y.C. Pang

Faculty of Education, University of Hong Kong, Hong Kong
Other

Portfolio assessment: direct from the classroom


Long Descriptive Account

This case study reports on student real-life experiences with portfolio assessment. For two semesters (approximately 30 weeks), students engaged in numerous activities selected to encourage deep learning and understanding of mathematical concepts.

Keywords: portfolio assessment, authentic, empower, ecological validity

View External Case Study Mathematical Sciences Continuous
University of Trinidad and Tobago, Trinidad
Other

Linking assessment to undergraduate student capabilities through portfolio examination


Long Descriptive Account

This case study describes an e-portfolio which closely aligns learning and reflection to graduate capabilities, incorporating features that address concerns about portfolios. Students are required to complete assessments linked to graduate capabilities.

Keywords: portfolio, reflective practice, outcome-based teaching, competencies

View External Case Study Medicine Summative, Continuous

Anthony J. O'Sullivan, Peter Harris, Chris S. Hughes, Susan M. Toohey, Chinthaka Balasooriya, Gary Velan, Rakesh K. Kumar, H. Patrick McNeil

University of New South Wales, Sydney, Australia
Other

Oral versus written assessments: a test of student performance and attitudes


Long Descriptive Account

Student performance in and attitudes towards oral and written assessments were compared using quantitative and qualitative methods. This study suggests that oral assessments may be more inclusive than written ones and that they can act as powerful tools in helping students establish a ‘professional identity’.

Keywords: oral assessment, authenticity, identity, performance, inclusive

View External Case Study Biological Sciences Summative