Rethinking assessment strategies? Academics offer guidance on how to give feedback, grading v ungrading, authentic assessment, monitoring student progress, preventing cheating and maintaining academic integrity
How should UK universities respond if their REF results are good, bad or offer a mixed picture? New pro vice-chancellor for research Heather Widdows shares her advice
Institutions should resist the temptation to use the REF as a tool for competition and self-promotion and, instead, approach the results in ways that support sector-wide efforts to improve research culture
We know that a one-size-fits-all approach doesn’t really work. Adriana Plata-Marroquin and Leticia Castaño offer tips on implementing differentiated instruction
Starting at the end seems counterintuitive, but anticipating student strengths and weaknesses and automating your responses comes into its own for large cohorts
The QAA’s Subject Benchmark Statements can help guide the teaching of specific disciplines. Elaine Fulton explains how to use the recently updated statements to enhance history teaching in a decade fraught with challenges
Designing marking rubrics that provide guidance but with enough flexibility for students to demonstrate knowledge and skills in multiple ways is a difficult balancing act. Paul Moss explains how it can be done
If lecturers cannot eradicate cheating in exams, they should find ways to harness it to encourage deeper study while educating students about the risks of misconduct, explains Roy Ying
How university teaching staff can ensure that their digital teaching maintains the same quality as their on-campus face-to-face delivery, by Tim Thompson
Effective feedback is vital to aid students’ learning and progress but must be managed in a way that is realistic for professors’ workloads. Loïc Plé shares his tips
Divya Bheda shares five ways educators can embody democratic principles through their assessment practices to help students learn civic-minded values and behaviour
