University assessment and quality assurance

Strategies to improve university assessment for students and educators. Here, academics offer guidance on assessment design, covering formative, summative and diagnostic approaches, authentic assessment and how to give useful feedback. You will also find advice on exam preparation, ungrading, managing GenAI, preventing cheating and upholding academic integrity.

Education and grades are often in direct conflict in higher education, so it might be time for a messy divorce

Education and grades are often in direct conflict – it’s time for a messy divorce

Universities don’t do a very good job of credentialing, and the process actively harms students and their learning, so why do we persist? asks Danny Oppenheimer

Danny Oppenheimer

Carnegie Mellon University

Advice on using peer assessment to encourage deeper student learning

Recommendations for incorporating and guiding peer assessment in the classroom or online

Claudia Hernández and Karla Banda offer practical advice on how to incorporate and direct productive peer assessment among students

Claudia Janeth Hernández Cardona, Karla Margarita Banda Martínez

Tecnológico de Monterrey

Advice on practical considerations when ungrading

So, you want to take the grades out of teaching? A beginner’s guide to ungrading

Susan D Blum shares her key recommendations for anyone wishing to remove grades from their teaching, in order to focus their students’ energies upon learning

Susan D. Blum

University of Notre Dame

Practical and authentic assessment is crucial for students hoping to show employers what they're capable of

How to make sure assessment practices are as authentic as possible

We all want employers to be confident that students have the skills to do the job. And these skills still require assessment, it’s just done a little differently, says Paula Reilly

Paula Reilly

Arden University

University lecturers should use reverse grading to turn the grading process on its head

Turn the marking process on its head by using ‘reverse grading’

Davita Günbay explains how reversing the narrative between ‘what I got’ and ‘what I was given’ can help learners engage and take responsibility for their learning

Davita Günbay

Near East University

Advice on designing assessments that encourage students to show off their learning in authentic ways

Assessment design that supports authentic learning (and discourages cheating)

Catherine Wehlburg shares tips for creating a learning environment and assessment design that encourages authentic learning and reduces the temptation to cheat

Catherine Wehlburg

Athens State University

Advice on designing and delivering more authentic, equitable and transparent assessment and feedback

Equity, agency and transparency: making assessment work better for students and academics

Carol Evans explains how to design assessment and feedback practices that are authentic and deepen students’ learning and confidence in the long term

Carol Evans

Cardiff University, University of Southampton

Teaching students to self-assess their written work as a crucial academic skill

Vivid language: teaching online students to assess writing

Audra Spicer explains how online classes can provide opportunities to make student self-assessment visual, engaging, immediate and comprehensible

Audra Spicer

Colorado State University Global

Advice on using campaign based assessments in higher education

Putting the case: campaigning documents as assessments on vocational degrees

Russ Woodward looks at the merits and practicalities of using campaign-based assessments on vocational higher education courses

Russell Woodward

University Centre Grimsby: The TEC Partnership

Medical training has had to adapt quickly to the shift online

How to deliver healthcare education in a hybrid world

Hannah McGee explores solutions to address the unique challenges that universities face in preparing healthcare students for frontline roles

Hannah McGee

RCSI University of Medicine and Health Sciences

Advice on using top-down and bottom-up approaches to create a collaborative staff training programme

Fostering collaboration in staff training through a top-down and bottom-up approach

Gustavo Espinoza-Ramos explains how pairing top-down and bottom-up approaches to staff development can promote collaborative learning among university staff at all levels

Gustavo Espinoza Ramos

University of Westminster

Beware the academic undead this Halloween

Fear the zombie student apocalypse

Andy Farnell argues that non-assessed courses could free universities, and the academic undead, from increasing spiritual depletion and a lifeless pursuit of certificates

Andy Farnell

Visiting professor

Universities' conventional, top-down approach fails to recognise that working adults often already possess many critical work skills

Now is the time to design a system in which all learning counts

Our conventional, top-down approach fails to recognise that working adults often already possess many critical work skills, say Lisa McIntyre-Hite and Mackenzie Jackson

Lisa McIntyre-Hite, Mackenzie Jackson

Guild Education

Peer to peer feedback, as used by the Bronte Sisters, is a crucial tool for improving writing skills in university students

If peer feedback was good enough for the Brontë sisters, it’s good enough for us

The shift online provides new ways to harness the power of peer feedback to improve writing skills, say Sherry Wynn Perdue, Pam Bromley, Mark Limbach and Jonathan Olshock

Sherry Wynn Perdue, Pam Bromley, Mark Limbach, Jonathan Olshock

Oakland University, Scripps College, Peerceptiv

Three benefits of moving final year assignments online

Three lessons from exhibiting final-year projects online

Dechanuchit Katanyutaveetip describes three unexpected benefits he and his students discovered after they were forced to move the exhibition of their final-year projects online

Dechanuchit Katanyutaveetip

Siam University

Self-directed learning is becoming overlooked by a sector to keen to talk about asynchronous learning and other buzz terms

Self-directed learning is becoming the forgotten ingredient in HE

In the heady rush to extol the virtues of asynchronous learning, we are watering down the main element of students’ learning experience, says Linda Kaye

Linda Kaye

Edge Hill University

Reliability and validity of grading in university courses

Making grading in university courses more reliable

Inconsistent or inaccurate grading can have serious real-world consequences for students. Paige Tsai and Danny Oppenheimer offer tips on how to recognise and fix the problem

Paige Tsai, Danny Oppenheimer

Harvard Business School, Carnegie Mellon University

Advice on using blogs to showcase and assess students' knowledge

Students as educators: the value of assessed blogs to showcase learning

Assessed blogs can help translate the thrill of interactive learning into tangible outcomes that enrich and showcase students’ knowledge. Here’s how to do it

Matt Davies

University of Chester

Advice on how online review exercises can be used to improve student performance

Online review exercises to improve student performance in large courses

Online review exercises, used in combination with other learning activities, improve student engagement and learning performance in large online courses, Peng Cheng and Rui Ding explain

Peng Cheng, Rui Ding

Xi’an Jiaotong-Liverpool University

A stressed student prepares for an online exam. Assessment online brings a new set of problems for academics to be aware of

Are online exams better for student mental health?

Traditional exams under tightly invigilated conditions are highly stressful for students, but online alternatives bring their own issues, says Michael Priestley

Michael Priestley

Durham University

Preacher man. Academics need to drop the holier-than-thou attitude and sees themselves in their students when it comes to cheating

Professors, stop pretending that you never cheat

Academics should drop the holier-than-thou attitude and look at cheating from a student’s perspective if we want to understand and eradicate it, says Hamish Binns

Hamish Binns

Saint Louis University

Advice on digital methods of formative assessment which aid deep learning

Digital methods of formative assessment that boost learning

Diana Laurillard presents strategies for effective formative assessment when teaching online

Diana Laurillard

UCL

Investigating academic misconduct takes time and resources. The latter are sorely lacking and it is students who bear the brunt of the delays

We ignore the administrative load caused by cheating at our peril

The switch online has brought renewed scrutiny of misconduct, but without adequate resources, the real losers are our students, says Amanda White

Amanda White

University of Technology Sydney

Universities have been taking all the wrong cues when trying to measure engagement.

Forget everything you think you know about online engagement

There’s much interest in how many times students access the virtual learning environment or complete online tasks, but that only provides part of the picture, says Linda Kaye

Linda Kaye

Edge Hill University

A robot marks a book. Aritificial intelligence has been trumpeted as our saviour, but the truth is much more complicated.

AI has been trumpeted as our saviour, but it’s complicated

Time saved by lecturers on marking assignments could indeed be used to enrich teaching, but unfortunately many silver linings have a cloud, says Harin Sellahewa

Harin Sellahewa

University of Buckingham

Move marking online to reduce waste paper at your university

Greener assessment: transitioning to online marking

Universities should lead by example on sustainability issues, looking at what they can do to shrink their environmental impact. Here, Ling Xia and Yao Wu outline a project that could herald a major reduction in their institution’s paper consumption

Ling Angela Xia , Yao Wu

Xi’an Jiaotong-Liverpool University

Using anonymous polling platforms in online teaching to boost student participation

Anonymous polling platforms to boost student confidence, engagement and inclusivity

Students are often reticent to speak up in front of large groups online, but when offered anonymous ways to share thoughts and feedback, most are keen to participate. Christina Stanley explains how to put this to good use

Christina Stanley

University of Chester

A scantron sheet. Do we dehumanise students when we put them into spreadsheet rows?

Grades are dehumanising, but ‘ungrading’ is no simple solution

There is nothing ideologically neutral about grades, and nothing ideologically neutral about the idea we can neatly and tidily do away with them, says Jesse Stommel

Jesse Stommel

University of Mary Washington

Advice on redesigning assessment in the digital space, to test skills needed in future careers

Rethinking assessment in line with the changing world of work

Sarah Montano offers insight on redesigning assessment in the digital space to test the skills students will need in their future careers

Sarah Montano

University of Birmingham

Breaking online lectures down into chunks aids learning outcomes

Deter contract cheating in online assessment with a multi-pronged approach

The essay mills industry is booming in response to student demand. Irene Glendinning explains how universities must respond with a range of actions, not one quick fix

Irene Glendinning

Coventry University

Identifying the building blocks that make up your knowledge

Course learning outcomes: how to create them and align them to assessment

Paul Moss explains how to structure online courses to build students’ knowledge methodically towards set learning outcomes and skills that should themselves be used to shape assessment

Paul Moss

Adelaide University

How to guide students to assess and feedback on their own work to improve online learning

Guide learning by activating students’ inner feedback

David Nicol explains how students can be guided to make comparisons and feedback on their own work, rather than relying on instructor comments, for improved learning outcomes

David Nicol

University of Glasgow

How to ensure your online assessment is accessible and relevant for all students

Assessing your assessment: creating inclusive and meaningful assignments

Online teaching has forced a major rethink of exams, so how can academics ensure they make the new-style assessments accessible and relevant to all students? Kimberly Wilder-Davis explains

Kimberly Wilder-Davis

University of Glasgow

Advice on how to spark remote students' creativity through innovative online teaching assignments

How to re-energise your online classroom and inspire creativity

Sparking creativity among students learning remotely through a screen can be challenging. Here, Constanza Pacher offers advice for shaking up ideas via online media

Constanza Pacher

MacEwan University

Using learning analytics to enhance digital teaching delivery

DIY learning analytics: using data to improve online teaching

Jennifer Lawrence explains how to use small-scale data analytics to monitor student progress and improve digital teaching delivery

Jennifer Lawrence

University of New England

How to design online assessment to promote academic integrity

Planning assessment to promote academic integrity online

Instructors can minimise the opportunity for academic misconduct through careful online assessment design. Sarah Eaton shares five approaches to online assessment that promote academic integrity

Sarah Eaton

University of Calgary

Advice on designing online assessment that reduces the opportunity or temptation to cheat

Design online assessment to prevent academic misconduct

Traditional proctored exams rarely work when teaching online so instructors must rely on careful assessment design to minimise the risk of cheating, explain Patrick Harte and Fawad Khaleel

Patrick Harte , Fawad Khaleel

Edinburgh Napier University

Webinar discussion how to reduce student drop out rates in the context of the pandemic and online learning

What is the secret to quality control in online teaching?

Four higher education professionals discuss what universities and faculty can, or should, do to ensure a top quality digital teaching across their institutions

Helen Carmichael, Joshua Fleming, David Lefevre, Gunter Saunders

University of Southampton, Office for Students, Imperial College London, University of Westminster

How to design online courses and assessments to minimise plagiarism and cheating

Fair assessment: tackling the rise in online cheating

The move to online learning has seen a big increase in academic misconduct such as plagiarism. Camilla Roberts explains how careful planning of online teaching and assessment can minimise cheating

Camilla Roberts

Kansas State University

Effective assessment of written work when teaching online

Efficient and effective assessment of written work remotely

Hear about some tried and tested methods for effective assessment of written work when teaching online from Sara Clarke and Katy Dumelle of Oregon State University

Sara Clarke, Katy Dumelle

Oregon State University

How to establish a robust quality framework to ensure top quality remote teaching

Establishing a robust quality framework for online education

How can universities monitor and guarantee the quality of their online courses? Here Geo Laws talks about how establish a robust quality framework for online teaching

Georgianna Laws

United States Distance Learning Association

Negotiated assessment boosts student engagement online and lowers the risk of cheating

Negotiated assessment in online teaching – the same learning outcomes measured in different ways

Authentic assessment is one of the biggest challenges associated with online teaching and learning. Here Katherine Baverstock explains why negotiated assessment engages remote students and lowers the risk of cheating

Katherine Baverstock

RMIT University

Using Blackboard learning journals as a form of online assessment

Translating creative assessment styles online: Blackboard learning journals

Traditional exams can inhibit students, while more creative assessments provide a forum where their talent and knowledge can shine. Madeleine Davies discusses a technique to offer creative assessments online

Madeleine Davies

University of Reading

How to ensure quality in digital teaching and learning

Expert Q&A: Ensuring quality online – every learner, everywhere

Penny Ralston-Berg, senior instructional designer at Penn State World Campus, discusses how to ensure quality in digital teaching and learning

Penny Ralston-Berg

Penn State University

1 ...7 8