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
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
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
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
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
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
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
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
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
