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
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
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
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
Catherine Wehlburg shares tips for creating a learning environment and assessment design that encourages authentic learning and reduces the temptation to cheat
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
Andy Farnell argues that non-assessed courses could free universities, and the academic undead, from increasing spiritual depletion and a lifeless pursuit of certificates
