Also really useful - Martin - thank you!!
Martin Hampton wrote:
> sort-of-connected to Len's robust analysis, I would add to the list the idea of reflective commentaries to explain how and why a more traditional assessment task was undertaken - especially where the commentaries are 'worth' as much or more (in credit terms) as the more traditional element, and where formative feedback is given mainly on the reflection - additionally, the 'novelty' of this kind of assessment may be more palatable to more traditionally-minded teachers because it accompanies rather than replaces the known and thus comfortable (to markers!) essay - this has been my experience, on a very small scale, here at Portsmouth
>
> Martin Hampton
>
>
>
>
>>>>Sandra Sinfield <[log in to unmask]> 17/02/2009 14:17 >>>
>
> Dear All,
>
> *** APOLOGIES for long email ***
>
> I have been asked to present to Department staff next week on
> alternative assessment modes - to move away from the traditional exam,
> even away from the essay.
>
> I need your help by Thursday AM at the latest.
>
> I have prepared a power point - attached - to support the session:
>
> If exams:
> * Teach memory & learning as subject content
> * Set the production, presentation & evaluation of revision materials
> (for another module) - as an assessment
> * Set the production, presentation & evaluation of learning & teaching
> materials (for next year's module) - as an assessment
>
> If writing:
> * support write to learn
> * teach notemaking & reading...
>
> Visual:
> * reflective log in art medium & analysed
> * reflective log as patchwork piece/overalls (Thanks - Pauline Ridley!)
> * build and critique a website
> * write and critique a newsletter
>
> EBL:
> * identify problems for students to solve - including the problem of
> researching & teaching the module...
>
> -------------------------------
> Are there other great alternatives out there that I have forgotten - or
> that I do not know?
> Please share!
> with thanks,
> Sandra
--
Sandra Sinfield
University Teaching Fellow
_______________________________________________________________________
Coordinator LDU & LearnHigher CETL www.learnhigher.ac.uk
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