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Assessment Practice
You may be taking time to reflect on the assessment practices within your module or programme and looking for some inspiration from academics who have been developing and implementing successful, innovative and novel approaches to assessment here at Queen’s University. The QUB Assessment Hub is an online bank of Case Studies compiled by the Centre for Educational Development. It focuses on assessment methods and strategies used by staff within Queen’s, as well as those used in other higher education institutions in the UK and around the world.
Below is a selection of Case Studies written by QUB academics to give you some ideas of assessment practices that are being successfully implemented locally. Case Studies are listed by category to direct you towards those that may be of interest if you have similar needs within a module or programme that you are involved in. Hopefully, you will find some inspiration and ideas that you can implement over the coming semesters to successfully enhance the assessment approach of your own teaching.
Hopefully these case studies will provide some useful insights and ideas! Please let us know if there are any you found particularly interesting at elearning@qub.ac.uk.
If you have your own example of innovative practice that you would like to share as an Assessment Hub Case Study please use the Case Study Submission Form.
Peer Review
Summary: This case study describes a novel procedure for feedback in group projects in a Product Design and Development (PDD) undergraduate course. A procedure was developed which utilised the structure of the PDD degree to provide a mechanism for enhanced feedback in group project work. Frequent face-to-face feedback interviews were introduced and student development of self- and peer- evaluation skills was observed.
Peer Rating for Feedback in Group Projects
– (J Paul Hermon Charles D McCartan, MAE)
Summary: In an undergraduate mathematics module, students work in teams of three or four (chosen by the lecturer) to write a short piece of computer code. The aim is to solve a mathematical problem, generate and analyse results therefrom, and finally to compose a written report on the project. The assessment of the project is worth 50% of the module total (the other 50% coming from a class test). This 50% is broken into three components: 30% for the written report, 10% for an oral exam and 10% for the peer review mark.
Implementing peer review marking as part of group work activities
– (Andrew Brown, MAP)
Summary: 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.
Formative assessment in first year mathematics through peer review and reflection
– (Cole, JS, Fraser, K., MAE)
Summary: In this case study, students are guided through the use of several web applications and tools to create a Microsoft SWAY-based resource that is used for peer learning. Students create a video (using screen capture with voiceover) detailing the anatomy of a specific region, they must incorporate a mnemonic, relevant summarised case from the literature and an assessment element. These elements are embedded within a “SWAY” which are shared among the class and marked by peers and lecturers. The aim of this assessment is not only to foster detailed anatomical knowledge but also to develop communication, digital literacy and critical evaluation skills. This case is transferrable to any subject, training documents and an example SWAY are available via links in the case.
Fostering digital skills and peer teaching: Integration of a digital media project based in Microsoft SWAY into an anatomy module
– (Dr Eva Sweeney, MDBS)