Thank you for the recommendations you gave to me. Was selected as a project researcher. This may vary depending on your course and the specific piece of work; so ask your tutor if you are unsure. This has led to improvements in assessment policies, practice and national guidelines in the UK. This practical application of the research has been valuable to staff involved, receiving highly positive staff evaluations and reporting of influence on practice, for example:. It was the most read article of November
Through training and guidance at a wide range of institutions, the insights of the research have had a far-reaching influence on professional practice. Before starting a piece of work, make sure you understand the assessment criteria. In , nearly 2, students voted in the awards, and winners were chosen from across King’s 6, staff. The research has informed institutional and national change programmes: Skip to main content.
I would watch documentaries and read articles, but I never read books! A further indication of quality and impact is reflected in how practitioner publications have been developed from the research and in invitations for consultancy that have resulted from the publications.
Sales of books indicate the value placed on the work. Whilst activities for students such as peer assessment, feedback on drafts and engagement with exemplars have a history of use in Higher Education, the research here is significant in taking veedback use of these participative methods into a different realm.
The research has informed institutional and national change programmes: The research provided the following insights into grading coursework and provision of feedback:. Enhancing University assessment through evaluating student and lecturer understanding of academic standards. Remember as well that you will be surrounded by other highly motivated and capable students, so you may not automatically be top of the class anymore!
This practical application of the research has been valuable to staff involved, receiving highly positive staff evaluations and reporting of influence on practice, for example:.
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I was previously nominated for the award in courseworrk, and The research developed a novel sociocultural perspective on assessment, providing a new metaphor to capture the nature of the professional learning that tutors engage in when developing their individual standards frameworks.
The research has contributed to a broad perception that guidance needs to be improved, has influenced the revision of these guidelines and led to the invitation to join the group.
The research indicates that student dissatisfaction may lie in the mismatch between the explicit presentation of assessment expectations to students as analytical and criterion-referenced and the actuality of tacit, holistic, and norm-referenced tutor judgement. This was investigated by studying university tutors grading student coursework.
The value to Higher Education of the insights has been demonstrated by invitations from over 20 UK and international universities and organisations for Professor Bloxham and the research team to contribute to staff development.
The revised guidance, out for consultation between May and Augustnotes the interpretive nature of academic judgement; the importance of building shared understanding between staff and students of the basis on which academic judgements are made; and the importance of building students’ assessment literacy given the complex nature of professional judgement: You can build on your work and improve as you work towards your final grade. Worked in the first English language school in the Spiti Valley, 3, metres high in the Himalayas in India.
This book was written to disseminate the early outcomes of this research to practitioners.
Professor Bloxham is a member of the advisory group revising the assessment section of the Quality Code for Higher Education chapter on assessment of students, ensuring that the research underpins national guidance to staff on good practice in assessment.
Summary Impact Type Societal. Innearly 2, students voted in the awards, and winners were chosen from across King’s 6, staff.
One reason university students are dissatisfied with assessment is because they think guidance, marking and feedback can be inconsistent or hard to understand. Assigned as a lecturer to King’s two-semester, first-year programming course, working with over students per cohort.
Diya Gupta | King’s College London –
The research was designed to address these problems in grasping tutors’ sense of quality as reflected in their marking standards through assessment guidance and feedback. Through training and guidance at a wide range of institutions, the insights of the research have had a far-reaching influence on professional practice.
It also investigated standards in response to students’ claims that standards were idiosyncratic, inconsistent or hard to understand. Delivered seminars and practical sessions in programming practice, applications and data structures, computer systems and artificial intelligence.
This work to disseminate the application of the research has also specifically influenced Certificate programmes for new academic staff, including at Aston UniversityNorthumbria UniversityNew University of IrelandUniversity of Central LancashireWrittle College The research began in and continues, and has involved several researchers: Before starting a piece of work, make sure you understand the assessment criteria. It has provided the evidence of a need for further guidance on academic standards for external examiners and therefore the Quality Assurance Agency and Higher Education Academy HEA have commissioned further research on External Examiners’ use and understanding of academic standards to guide future training.
Modularity for Automated Assessment: My areas of focus were the development of a module to estimate model-checking bounds, and the merge feature described in the project title. Marked all coursework for both years.