Tag Archives: Engage in Assessment

Engaging students in assessment design

Dr Maria Kambouri-Danos, Institute of Education             m.kambouridanos@reading.ac.uk                                                       … Continue reading

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Independent research and research dissemination in undergraduate teaching

Dr. Ute Woelfel, Literature and Languages u.wolfel@reading.ac.uk Year of activity: 2016/17 Overview In order to improve students’ engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research … Continue reading

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Online Learning Journals

Dr Nicola Abram, School of Literature and Languages n.l.abram@reading.ac.uk Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect … Continue reading

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Connecting with the Curriculum Framework: Using focus groups to diversify assessment

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our TLDF-funded ‘Diversifying Assessments’ project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is … Continue reading

Posted in Assessment & Feedback, Curriculum Framework, School of Literature and Languages, Student Engagement, TLDF Mini Projects | Tagged , , , , , | Leave a comment

Managing transition to the MPharm Degree

Dr John Brazier, Chemistry, Food and Pharmacy j.a.brazier@reading.ac.uk Overview The MPharm degree at the University of Reading has a diverse student cohort, in terms of both ethnicity and previous academic experience. During the most recent development of our programme, we … Continue reading

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Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking

Edith Rigby, Henley Business School e.rigby@henley.ac.uk Overview A review of existing University of Reading assessment advice and two staff workshops at Henley Business School to inform a new marker’s guide on fair marking and managing Academic Misconduct. The marker’s guide … Continue reading

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Take-home exam

Stuart Lakin, Law s.j.lakin@reading.ac.uk Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We … Continue reading

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Final Year Group Based Research Projects

Professor Elizabeth Page and Dr Philippa Cranwell, Chemistry, Food and Pharmacy e.m.page@reading.ac.uk Year of activity: 2015-16 Overview Group-based research projects have been introduced into the BSc Chemistry programme for final year students. Small teams of students investigate different aspects of … Continue reading

Posted in Employability, Research and Enquiry, Research Informed Teaching, School of Chemistry, Food and Pharmacy, Student Engagement, TLDF Mini Projects | Tagged , , | Leave a comment

Flipping the classroom in Meteorology

Dr. Andrew Charlton-Perez, School of Mathematical and Physical Sciences a.j.charlton-perez@reading.ac.uk Year of activity: 2015/16 Overview A flipped learning approach to teaching the part 3 and part 4 module, ‘The Global Circulation’ (MT38A/4YA) in Meteorology was developed and tested. This approach was very … Continue reading

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Using an enquiry-based learning assessed work activity to enhance assessment and feedback

Professor Paul Almond, School of Law p.j.almond@reading.ac.uk Overview A project to encourage students enrolled on a Part Three module within the School of Law, Criminology (LW3CRY), to develop a more sophisticated understanding of the links between criminological theory and policy, … Continue reading

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