Sam Hemsley, Academic Developer, discusses the pedagogical perspectives on high stakes final examinations: Generative AI has, understandably, led to calls from many academics for a return from online to in-person exams. My role, along with my colleagues in the Educational…
Blog Archives
Pedagogical perspectives on high stakes final examinations
Tagged with: assessment, Awarding gaps, high stakes assessment, unseen examinations
Posted in Articles
Posted in Articles
Creating community and collaboration in the classroom
Dave Smalley, Senior Lecturer in the School of Psychology and winner of a 2023 ‘Inclusive Sussex’ Education Award, explains his approach to encouraging reflection and building a sense of community and supported collaboration in the classroom. What I do My…
Tagged with: assessment, collaboration, portfolio, reflection, reflective writing
Posted in Case Studies
Posted in Case Studies
AI and Academic Integrity: Implementing University Guidelines in Assignments
Dr Rona Hart is a Senior Lecturer in Applied Positive Psychology in the School of Psychology at the University of Sussex and is the Course Leader for The Psychology of Kindness and Wellbeing at Work. What I Did In January…
Tagged with: AI, Artificial Intelligence, assessment, Assessment and Feedback
Posted in Case Studies
Posted in Case Studies
Oral assessment (viva) as an AI-proof assessment tool
Dr Louise Newnham, a teaching focussed Senior Lecturer in Genome Stability in the School of Life Sciences, shares insights from her experience of using, since 2018/19, an oral exam (viva) as part of the assessment for a 30 credit masters…
Tagged with: assessment, feedback, oracy in the curriculum, oral assessment, viva, vivas
Posted in Case Studies
Posted in Case Studies
Guessing and Gender Bias in Multiple-Choice Quizzes with Negative Marking
Dr Matteo Madotto, Lecturer in Economics, University of Sussex Business School.[1] Introduction When designing multiple-choice quizzes (MCQs), an important decision to make is whether or not to apply negative marking to incorrect answers. The main rationale for penalizing wrong answers…
Tagged with: assessment, gender bias, guessing, multiple-choice quiz, negative marking
Posted in Articles
Posted in Articles
Assessment in a world of Generative AI: What might we lose?
Introduction For the most part, assessment in higher education is viewed in the negative as opposed to the positive. It is something to be endured, worked through, marked and managed. Assessment causes significant anxiety and stress for students and staff…
Tagged with: AI, approaches to teaching, assessment, assessment for learning, authentic assessment
Posted in Articles
Posted in Articles
Encouraging attendance and engagement through portfolio assessment
Lynne Murphy is Professor of Linguistics at the University of Sussex. Her research and teaching concerns lexicology, lexical semantics, and pragmatics, and transatlantic Englishes. Twice a National Endowment for the Humanities Public Scholar, she is currently writing a book about small…