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Assessment enhancement


a unique place to exchange ideas and share experience with other scholars...this forum fills that gap by allowing for open, sincere discussions about our teaching and how to make it better

In support of the School’s focus on programme and course-level assessment design, we are running a series of workshops and events that explore different aspects of assessment design such as formative and summative assessment, assessment streamlining, academic integrity, feedback, and group assessment. The first three sessions in this series are listed below with others soon to be added, so watch this space. 

Rethink the links between formative and summative assessment

Striking the right balance between formative and summative assessment on a course can be tricky. This can become more of a challenge when one has to consider assessment overload, diversification, and transparency. In this hour-long workshop, we will explore the more popular forms of assessment - exams, essays etc. and identify how to formulate an assessment strategy that builds on the capacity of formative and summative assessment to promote learning. During the workshop, we will:

  • Use formative assessment tasks to elicit learning evidence that helps teachers and students find out where students are in their learning
  • Interpret learning evidence against learning objectives and criteria, so that objectives and criteria are better clarified, shared, and understood

In small groups, we will collectively devise solutions to real-life assessment contexts. This will enable workshop participants to relate the principles, challenges, trade-offs, and perspectives to their own practice.

Sessions

Wednesday 15 March (1-2.30pm), please sign up here.

Programme-level approaches to assessment

In the first of the Assessment Dialogues Roundtables, three programme directors share and reflect on how they have taken a programme-level approach to the design of assessment on their programmes.Catherine Allerton – Professor, Head of Department, Department of Anthropology, LSE Bradley Franks – Professorial Lecturer, Deputy Head of Department for Teaching Department of Psychological and Behavioural ScienceDimitra Petropoulou – Professorial Lecturer,  Deputy Head of Department (Education), Department of EconomicsChair: Claire Gordon – Director, Eden Centre of Education Enhancement, LSE 

Across the higher education sector in the UK, programme teams are exploring programme-level approaches to the review, design and development of programmes moving beyond a focus on individual course-level design and delivery. Research suggests that moving away from a siloed approach to programme design may enable our students to experience a more coherent progressive learning journey during their time at university including a more streamlined, integrated assessment experience.

At this first in a new series of Eden Assessment Dialogues, three academics across the School who have been leading on the (re-)design and delivery of undergraduate programmes will discuss the approaches they have taken and reflect on this experience. 

Further sessions for 22-23 not yet scheduled

For the full Atlas programme, please click here.

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