These are the best practices and most common mistakes in learning assessmentCecilia Tagliapietra Ovies says that, while there is no single formula for learning assessment, there are certain basic principles institutions can follow to help ensure successCecilia Tagliapietra Ovies CETYS Universidad
How to design and build microcredentials in four stepsA team from Monterrey Institute of Technology explains how to plan, design, deliver and measure microcredentials at your universityVerónica Alejandra Pérez Aguirre , Laura Patricia Aldape , Karla Margarita Banda MartínezMonterrey Institute of Technology
Help your students to become assessment literate Practical suggestions to address a staff-student disconnect relating to the purpose and practice of assessment and to enhance assessment literacy on your courses Eleanor Aspey, Gillian UlphUniversity of Manchester
How can generative AI intersect with Bloom’s taxonomy? Like in a video game, AI allows us to jump multiple levels, but that doesn’t mean the much-used framework becomes obsolete – we might just need a new approachChristine Rivers, Anna HollandUniversity of Surrey
Online teachers need professional development, tooTeacher presence significantly influences students’ engagement, satisfaction and learning. So educators need professional development focused on adjusting their classroom teaching skills to online learning environmentsJay Cohen, Andrew VincentLa Trobe University, Australian Catholic University
ChatGPT and generative AI: 25 applications in teaching and assessment In the second part of their series looking at 100 ways to use ChatGPT in higher education, Seb Dianati and Suman Laudari share 25 prompts for such AI tools to assist with teaching and assessmentSeb Dianati, Suman Laudari Charles Darwin University
Campus webinar: Artificial intelligence and academic integrityAcademics from Campus+ partner institutions discuss the impact that generative AI such as ChatGPT is having, and will have, on academic integrityJenny Davis, Christine Slade, Benjamin Liu , Daniel Zhengkui WangAustralian National University, The University of Queensland , University of Auckland, Singapore Institute of Technology
The dark side of AI’s promised efficiencies Artificial intelligence can use data and algorithms in a way that prioritises rationality over values such as fairness and quality of education, writes Vern GlaserVern GlaserUniversity of Alberta
Sensitive marking and the end of the line for the academic essayRather than flagging essays by students with specific learning difficulties for “sensitive” marking, why are universities not rethinking the way they assess to make it more equitable for all students?Andrew Read, Donna HurfordUniversity of Southern Denmark
Three innovative authentic assessments to encourage soft skill masteryStudents on hard skills-intensive courses such as computer science need to develop effective communication and other soft skills. Bernardo Pereira Nunes offers three assessments to helpBernardo Pereira Nunes Australian National University
The myriad advantages of using formative assessmentG.K. Suraishkumar looks at ways to assess students’ learning more effectively through formative assessments and argues for basing grades entirely on this methodG K Suraishkumar Indian Institute of Technology Madras
Are ‘quick wins’ possible in assessment and feedback? Yes, and here’s how It takes coordination, communication and credibility to implement quick improvements in assessment and feedback, as a team from the University of Exeter explainsBeverley Hawkins, Eleanor Hodgson , Oli YoungUniversity of Exeter
Four directions for assessment redesign in the age of generative AIThe rise of generative AI has led universities to rethink how learning is quantified. Julia Chen offers four options for assessment redesign that can be applied across disciplinesJulia ChenHong Kong Polytechnic University
It’s time to radicalise the writing proficiency exam Written exams should generate writing that vibrates with personality, exploration of ideas and an urge to communicate, says Tyler ThierTyler ThierHofstra University
Questions to test students’ understanding of research methods How to craft questions for closed book examinations on undergraduate research methods Adrian Man-Ho LamThe University of Hong Kong
Assessment tasks that minimise students’ motivation to cheatAcademic dishonesty occurs for reasons that include students’ fear of missing deadlines, being overwhelmed and lack of language skills. Here are ways to reframe assessment Temesgen KifleThe University of Queensland
Written feedback for students – keep it clear, constructive and to the pointJames Derounian offers tips for giving compassionate feedback that will enable students to understand where their work went right and wrongJames DerounianDe Montfort University
Want to know how your class is going? Ask your studentsA guide to what, when and how to ask your students for feedback on your course in order to inform improvements to your teachingStephanie Foster, Kalpana GuptaUniversity of Colorado Boulder, Colorado State University
Exam skills instruction: fostering a sense of self-efficacyPractice, regular feedback and opportunities to experience mastery can help students develop sound exam technique and improve their performance, writes Cheong FanCheong FanMacau University of Science and Technology
Is critical thinking the answer to generative AI? Designing assessment that tests critical thinking has value and practicality, so the challenge is figuring out questions that flummox the AI without creating wildly difficult problems for students, write Luke Zaphir and Jason M. Lodge Luke Zaphir , Jason M. LodgeThe University of Queensland
A simple feedback strategy centred on a pedagogy of careLucy Gill-Simmen shares the template she’s designed to give meaningful feedback and opportunities for student development Lucy Gill-SimmenRoyal Holloway, University of London
Campus webinar: Getting digital assessment rightA discussion of the strengths and limitations of digital assessment and how it can best be used in higher educationChristina Agvent , Letizia Gramaglia, James Lamb, Jonna Lee Colorado State University Global , The University of Warwick, The University of Edinburgh, Georgia Tech’s Center for 21st Century Universities
Ranking and accreditation to improve, not to impress Institutions should participate in league tables and accreditation schemes to improve their practices and performance, not simply to boost their reputations, writes Andreas KaplanAndreas KaplanKühne Logistics University (KLU)
Effective feedback techniques for struggling studentsGiving feedback on work that does not meet the required standard requires great tact and understanding of your students, says Ilse Mariana Leyva BarreraIlse Mariana Leyva Barrera Monterrey Institute of Technology
A simple hack to ChatGPT-proof assignments using Google DriveWhat if there was a way to maintain the essay in all its three constituent parts – reading, thinking, writing – in the age of ChatGPT? Dave Sayers thinks he has an answerDave SayersUniversity of Jyväskylä
An evaluation of ChatGPT in actionWhen set a task, how does ChatGPT really perform and what does this tell educators about how to craft their questions and assignments to avoid students relying entirely on this AI tool to generate answers?Karen KennyUniversity of Exeter
Tips (from a librarian) for creating assignment prompts A guide to crafting and writing clear assignment instructions that students can understand and followToni CarterAthens State University
How the idea of ‘excellence’ can be misleading in higher educationA new approach to achievement could see a focus on As give way to a suite of mastery that meets students’ needs – and helps faculty balance expectations, writes Michael Dennin Michael DenninUniversity of California, Irvine
Top tips on providing useful feedback to studentsFrom showing appreciation for effort to using game-based learning effectively, Preeti Aghalayam outlines some options for making feedback work for your studentsPreeti Aghalayam Indian Institute of Technology Madras
Why students are best placed to help students understand feedbackTips for combining classroom activities and peer-to-peer dialogue to develop students’ understanding of the language of assessment and feedbackRebecca Westrup, Callum PerryUniversity of East Anglia
Writing exam questions in a six-step processWriting exam questions is a meticulous, complex and creative part of teaching. The habit of using a standardised process will make this frequent task more manageable, writes Fiona Lifen LiuFiona Lifen LiuMacau University of Science and Technology
A checklist for inclusive assessment and feedback, in a post-ChatGPT worldA checklist for creating inclusive assessment and feedback practices that help to improve student learning experiences and respond to challenges posed by ChatGPTZheng Feei Ma, Kim DuffyUniversity of the West of England Bristol
How ChatGPT can help disrupt assessment overload Advances in AI are not necessarily the enemy – in fact, they should prompt long overdue consideration of assessment types and frequency, says David CarlessDavid CarlessThe University of Hong Kong
How immediate feedback motivates both students and educators Digital tools can give teachers on-the-spot feedback from students and students access to their results and progress in real time. László Tornóci looks at a changing landscape from both sides László Tornóci Semmelweis University
Scales, stars and numbers: the question of evaluationMarking schemes are a recurring source of contention in academic discussions, where the key word is evaluation. Daniel Jutras offers a brief reflection on the art of grading and feedbackDaniel JutrasUniversity of Montreal
AI text detectors: a stairway to heaven or hell?The emergence of GPTZero, OpenAI’s text classifier and Turnitin’s AI detector bring a risk of over-reliance on AI classifiers. Are they a solution or a further problem to be solved?Miguel de CarvalhoThe University of Edinburgh
How to manage assessment feedback in large classes? Get students involvedDelivering quality feedback for every individual student in a large class can be challenging. That is where peer feedback can help if structured and guided effectively, write four teaching academicsSteven Bateman, Shi-Min How, Chew Ging Lee , Jie ZhangXi’an Jiaotong - Liverpool University , University of Southampton Malaysia
Reframing feedback as a valuable learning toolHow to help students appreciate feedback as a useful aid to learning so that they engage with it in a productive wayJoseph TinsleyXi’an Jiaotong - Liverpool University
How can we encourage students to seek academic assistance ethically? Following years researching paid academic support methods, Joel Heng Hartse suggests solutions that can help beat “academic help” companies at their own gameJoel Heng HartseSimon Fraser University
On students’ terms: offering options in assessment to empower learning By giving students some control over how they are assessed, educators are likely to see a marked increase in engagement and motivation, writes Paul McFarlanePaul McFarlaneUniversity College London
Seven steps to make an effective course quality evaluation instrumentTools such as rubrics and checklists are increasingly common for monitoring the quality of courses, so how do we choose the best one for our purposes? Richard McInnesThe University of Adelaide
How can we teach and assess with ChatGPT? A guide to designing teaching and assessments that encourage students to learn with and about ChatGPT Soumyadeb Chowdhury , Samuel Fosso WambaTBS Education
How generative AI like ChatGPT is pushing assessment reform AI has brought assessment and academic integrity in higher education to the fore. Here, Amir Ghapanchi offers seven ways to evaluate student learning that mitigate the impact of AI writers Amir GhapanchiVictoria University
Five common misconceptions on writing feedbackMisapprehensions about responding to and grading writing can prevent educators using writing as an effective pedagogical tool. Rolf Norgaard and Stephanie Foster set out to dispel themRolf Norgaard, Stephanie FosterUniversity of Colorado Boulder, Colorado State University
Keep calm and carry on: ChatGPT doesn’t change a thing for academic integrityChatGPT is a technological advancement on an already present risk of academic integrity, therefore the same careful approach to assessment design is required to minimise cheating, write Patrick Harte and Fawad KhaleelPatrick Harte , Fawad KhaleelEdinburgh Napier University
ChatGPT and the future of university assessmentArtificial intelligence-powered tools like ChatGPT are forcing a much-needed opportunity to reimagine the role of education in the 21st century, says Alex SimsAlex SimsUniversity of Auckland
When is a percentage not a percentage? The problem with HE marking practicesWhen an assessor awards a percentage to an essay, report or similar piece of work, this is a subjective mark rather than a genuine percentage – and this is deeply problematicAndy GraysonNottingham Trent University
Can asking for students’ perception of assessment improve fairness?Clear, fair assignments and grading criteria can improve not only students’ perceptions but also the reputation of the whole university, writes Philipp SonnleitnerPhilipp SonnleitnerUniversity of Luxembourg
The House Cup: promoting qualitative grading in mathematicsUsing qualitative instead of numerical grading in mathematics supports meaningful feedback that helps students improve the quality of their work, Jean-Baptiste Gramain explains Jean-Baptiste GramainUniversity of Aberdeen
Can online oral exams prevent cheating?Online checking tools often flag non-suspicious behaviour along with suspected academic misconduct. Here, educators share lessons learned from using an online oral exam to check students’ understandingTemesgen Kifle, Anthony JacobsThe University of Queensland