Delivered seminars and practical sessions in programming practice, applications and data structures, computer systems and artificial intelligence. The aim of this project was to develop a tool that abstractly represents software error traces as finite automata. 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 the use of these participative methods into a different realm. Within that context, the research has specifically developed insights on assessment practice, based on the mismatch between how standards are communicated to students and the reality of those standards in use, including potential solutions to this problem. How to get a high mark Before starting a piece of work, make sure you understand the assessment criteria. It challenges taken for granted assumptions about shared standards, which are made explicit in written documentation such as learning outcomes, assessment criteria and statements of standards.
Professor Bloxham’s research builds on and links several current aspects of international inquiry, including work on the individualised, tacit, interpretive nature of academic standards; professional learning of academics; the transparency agenda in Higher Education assessment and supporting and retaining students from under-represented groups. Teaching in Higher Education 12 1 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. My areas of focus were the development of a module to estimate model-checking bounds, and the merge feature described in the project title. The research has directly fed into the Higher Education Academy publication designed to improve assessment, A Marked Improvement:
The research evidence and theoretical conclusions have underpinned significant discussion in these events and in CPD as in 4.
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:. I would watch documentaries and read articles, but I never read books! It also investigated standards in response to students’ claims that standards were idiosyncratic, inconsistent or hard to understand. This was investigated by studying university tutors grading student coursework.
Unit of Assessment Education.
This book was written to disseminate the early outcomes of this research to practitioners. Teaching in Higher Education 12 1 You can build on your work and improve as you work towards your final grade. Assigned as a lecturer to King’s two-semester, first-year programming course, working with over students per cohort.
Understanding grades Degree classifications UK degree classifications are as follows: 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: Enhancing University assessment through evaluating student and lecturer understanding of academic standards.
Dr Martin Chapman, Research Associate in Data Provenance, King’s College London: Curriculum Vitae
Enter the email address you signed up with and we’ll email you a fefdback link. Research Subject Area s Education: It is expected that this translation into practice will create a positive impact on student learning, achievement and satisfaction: The research undertaken by Professor Sue Bloxham and colleagues has had a significant impact on the approach to assessment in Higher Education.
The research developed a novel sociocultural perspective on assessment, providing a new metaphor coursewkrk capture the nature of the professional learning that tutors engage in when developing their individual standards frameworks.
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. Log In Sign Up.
One reason university students are dissatisfied with assessment is because they think guidance, marking and feedback can be inconsistent or hard to understand. How to get a high mark Before starting a piece of work, make sure you understand the assessment criteria. The best marks will go to students who show that they have read around the subject and brought their own analysis and criticism to the assignment.
Professor Bloxham’s research builds on and links several current aspects of international inquiry, including work on the individualised, tacit, interpretive nature of academic standards; professional learning of academics; the transparency agenda in Higher Education assessment and supporting and retaining students from under-represented groups. It was the most read article of November Sales of books indicate the value placed on the work.
It challenges taken for granted assumptions about shared standards, which are made explicit in written documentation such as corsework outcomes, assessment criteria and statements of standards. The research has directly fed into the Higher Education Academy publication designed to improve assessment, A Marked Improvement: They were always very well prepared and intellectually stimulating.
The research is cited in London Metropolitan University’s Institutional University Assessment Framework in terms of encouraging staff to develop students’ understanding of quality and to negotiate and share standards.
The research provided the following insights into grading coursework and provision of feedback:. Training events and consultancies have focused on:. Skip to main content. I focussed on innovative teaching practices, including automated assessment, practical higher education teaching and student-lead teaching and learning, particularly in relation to the teaching of programming.
This may vary depending on your course and the specific piece of work; so ask your tutor if you are unsure. The research is also cited in guidance for staff, for example, University of Edinburgh on engaging with criteria and standards and Queen Mary University of London on reliability in marking.