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Improving student assessment

The issue Effective assessment has greater bearing on successful learning than almost any other factor. Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2011). How technology can help Technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students. Resources Looking ahead Our new Assessment and Feedback programme, which runs to August 2014, is focusing on large-scale changes in assessment practice supported by technology, with a view to delivering information on tangible benefits and transferable practice. Related:  LTTOe_LearningHEA Related

Medicles: Bitesize Self-Assessment in Medicine ETAG | Education Technology Action Group Our mission The ETAG Challenge – by ETAG member Bryan Mathers The Education Technology Action Group (ETAG) was set up in February 2014 by three ministers: Michael Gove, Matthew Hancock and David Willetts. Its mission is to promote the use of digital technology across the schools, further education and higher education sectors for the benefit of students, employers and the wider economy. It is an independent group that builds on the good work done by the DfE Education Technology Group and by the Further Education Learning Technology Action Group (FELTAG). Find out more about ETAG » ETAG members met in September at Google’s headquarters – we would like to thank them for their hospitality. It was a productive meeting when progress was made towards defining the specific areas that ETAG will concentrate on. Access, Equity and Funding;Leadership, Information Sharing and Professional Development;Assessment and Accountability.

E-learning case studies Don't show this message again This site uses cookies to allow customisation and to collect anonymous web metrics - how we use cookies Support for... Find your region Click appropriate area on the map above or view a list of links to Regional Support Centres (RSCs). E-learning case studies Welcome to our learning provider case studies, a library featuring some of the best e-learning practice taking place amongst our learning providers in the UK. Search by themes Click on any theme in the tag cloud above (hover your mouse to expand small text) and you will be taken to our Delicious Case Study website and presented with a list of case studies filtered on the selected theme. Highlighted case studies South Staffordshire College: Innovative, technology rich learning spaces engage students - See more at: /case-studies/other-regions/south-staffordshire-college-wm72.aspx#sthash.8omMG6rE.dpuf Colchester Institute: Revolutionising staff development with online courses Bolton College: Maths Everywhere App

Selecting Technologies | UNSW Teaching Staff Gateway This page helps you choose among various technologies (not just LMSs) using two approaches: examples of learning outcomes, the kinds of learning activities that could achieve those outcomes, and how those activities could be supported by various learning technologies examples of the tools you may be interested in using and the types of activities and learning outcomes that are likely to be relevant. Table 1: Sample learning outcomes, rationales and activities The following table provides examples of learning outcomes, the kinds of learning activities that promote those outcomes, and how the activities could be supported by learning technologies. Table 2: Tools related to activities, and their contribution to learning outcomes The following table provides examples of the tools you may be interested in using and looks at the types of activities and learning outcomes that are likely to be relevant. See also on this section of the website:

Classroom 2.0 Ofsted annual report Q&A with Matthew Coffey The Ofsted director of FE and skills spoke with FE Week deputy editor at the launch of the education watchdog’s 2012/13 annual report. Chris Henwood: The report mentions an initial evaluation of 16 to 19 programmes. Will that come as part of inspections, or will you be doing something separate? Matthew Coffey: I am always looking for good value for public money in terms of my inspections, so my inspectors will be clear when they carry out the inspections that we are carrying out a survey to evaluate early on the study programme. So evidence that’s relevant will clearly come into the central team to be able to claw that together and do what we call ‘retrieval’ — looking back at what inspections reports are saying. CH: And when can we expect the results of that evaluation to be out? MC: Well, it’s going to be beyond the summer, because of course these programmes are very new; we are very concerned about the lessons that are learned from previous programmes.

Research into teaching excellence published today Date: 08-10-2013 The first stage of research designed to develop a shared understanding of what is meant by teaching excellence in higher education is published today by the HEA. Teaching excellence is at the centre of national and international higher education policy discourse. In the wake of recent government policy initiatives in the UK, higher education providers are increasingly seeking to demonstrate their excellence in teaching, as well as research. Internationally the term ‘excellence in teaching’ is widely found in many policy documents. In response, the HEA has initiated a programme of research to develop a shared understanding of what constitutes teaching excellence. “A framework for teaching excellence could have many functions. “As the focus on the need to deliver high quality teaching continues to increase in higher education institutions, and remain at the heart of policy initiatives, a working definition of teaching excellence needs to be a priority for us all.”

Bloom's taxonomy "Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioural paradigm) to classify forms and levels of learning. It identifies three “domains” of learning (see below), each of which is organised as a series of levels or pre-requisites. It is suggested that one cannot effectively — or ought not try to — address higher levels until those below them have been covered (it is thus effectively serial in structure). Cognitive: the most-used of the domains, refers to knowledge structures (although sheer “knowing the facts” is its bottom level). The model above is included because it is still common currency, but Anderson and Krathwohl (2001) have made some apparently minor but actually significant modifications, to come up with: Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001) In higher education, "understand" is still—in my view—problematic in its positioning. Yet more