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Special Series - Inclusive Assessment

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Developing self-assessment as inclusive practice in the School of Design

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What did you do, why did you do it? We introduced self-assessment as an element of formative assessment, following Boud's observation that this practice "gives a message to students that such activities are considered an important aspect of learning and that it is worth spending valuable time on them,"(Boud, 1995, p.40). This innovation was made...

Authentic assessments in the Lifelong Learning Centre: enabling students to use assessment to produce resources they can use in their professional lives

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In our work with mature, part time and Foundation Year students at the Lifelong Learning Centre, we aim to make our assessments as authentic as possible.   This:   recognises the valuable life, community and professional knowledges/experiences our students bringing into their academic study  enables students to make connections between their university learning and their current and...

Embedding Formative Assessment for Skills Development

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Within a wider institutional context where academics are asked to reduce points of summative assessment within modules, embedding formative assessment opportunities tailored to the needs of students gains importance. Students have reported increased levels of anxiety when the whole mark for a module hinges on a single point of assessment. The school is therefore making...

Is the Dissertation Past its Use-By Date?

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The research process of the dissertation – discovering, collating, and critically analysing information – remains a valuable learning experience. However, with progressive introduction of capstones across the University and the emergence of AI tools, the dissertation as a written output is, in my view at least, at its sell-by date, with its use-by date fast...

Artificial Intelligence (AI) Tools as a Starting Point for Inclusive Assessment

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The rapid growth of tools such as ChatGPT has sparked ongoing discussions across the education sector. The Charted Association of Business Schools (CABS) recently published a post that raises the question of whether ChatGPT signals the end of assessments. As a social scientist specialising in technology development and utilisation, I have researched the potential of...

Introducing the TIPS Special Series on Inclusive Assessment

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The TIPS blog is pleased to share a collection of six articles on inclusive assessment. Jenny Brady, Inclusive Learning and Teaching Manager at the University of Leeds, introduces this special collection by explaining a little more about inclusive assessment at Leeds: Why is it so important to think about inclusive assessment? In higher education, we've...