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How should MSc Placements be assessed? Gathering the views of students to inform assessment

Reports the findings from interviews with students about how placements at Masters level should be assessed.

Empowering tomorrow’s marketers: A journey through real-world skills and engaging learning in consumer behaviour group projects

Dr Bahram Mahmoodi Kahriz explores an authentic assessment involving peer feedback for undergraduate students in Henley Business School.

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Designing an authentic assessment tailored specifically for Part 4 students

This case study by Julia Abery in SMPCS outlines the process of designing a tailored masters-level authentic assessment with the aim of increasing student engagement and promoting transferable skills.

The Use and Usefulness of Peer Feedback

Peer feedback is underutilised in many disciplines. In our study, we wanted to find out the conditions under which peer feedback works, how it is received by students, and ways to remove barriers to its successful implementation.

Co-Creating a Programme Focussed Assessment Strategy in BSc Food Science

This article discusses a PlanT project undrtaken by the school of Food and Nutritional Sciences with the aim of enhancing the student experience through assessment. The (TESTA) methodology was used to develop a programme focus assessment strategy that could lead to a reduction in volume and improved distribution of assessment, and overall enhance student and staff experience

Merging the Academic Tutor System into Compulsory Core Skills Modules

This case study outlines how SBS integrated academic tutoring into undergraduate core skills modules to give greater support for academic skills development and engagement between tutors and tutees.

A Partnership in SLL to Enhance Blended Learning Practices: an Analysis of the Process and Findings

PEBLSS (a Partnership to Enhance Blended Learning – between Staff and Students) was a project seeking to strengthen teaching and learning in SLL. It particularly focuses on enhancing methods of teaching and learning amidst the extraordinary conditions faced by staff and students which has resulted in the transition into blended and online learning.

Using OneDrive to Address the Challenges of Online Groupwork

Find out how ISLI used the OneDrive cloud repository to promote student-student and student-teacher interaction on two Foundation year modules, including our rationale, implementation, examples and student reflections.

Learning to Interpret and Assess Complex and Incomplete Environmental Data

Professor Andrew Wade details a method of encouraging students to engage with diversified assessment in the form of field based practicals. The aim was to provide students with a safe and supportive environment in which to develop confidence in using a variety of context specific research methods, applied to what are often ‘messy’ and ‘complex’.

The impact of COVID upon practical classes in Part 1 chemistry – an opportunity to redevelop a core module

This article outlines the re-design, necessitated partly due to COVID-19, that was undertaken for the Part 1 chemistry module, CH1PRA, which services approximately 45 students per year.

Improving student assessment literacy & engaging students with rubrics

Dr. Allan Laville School of Psychology & Clinical Languages Sciences In this 14 minute video, early rubrics adopter Dr. Allan Laville shares how he and colleagues in Psychology have sought to improve student assessment literacy, and have successfully engaged students with their assessment rubrics by embedding analysis of them into their in-class teaching and by […]

Promoting and Tracking Student Engagement on an Online Undergraduate Pre-sessional Course

This case study outlines approaches to fostering an active learning environment on the University’s first fully online Undergraduate Pre-sessional Course.

Introducing group assessment to improve constructive alignment: impact on teacher and student

Find out more about the impacts following ISLI’s pilot of paired Oral exams.

How ISLI’s Assessment Team created an online oral exam for the Test of English for Educational Purposes (TEEP)

This case study outlines ISLI’s process of creating a version of the Test of English for Educational Purposes (TEEP) for 1-1 online delivery.

The DEL Feedback Action Plan

The Case Study details how SLL produced new student-facing physical and online posters, designed by a ‘Real Jobs’ student, to instruct students on finding their feedback online, and generated ‘marking checklists’ for staff to indicate what needs to be included in feedback and what needs to be avoided.

Developing psychoeducational materials for individuals with learning disabilities

Dr Allán Laville,, (Dean for D&I and Lecturer in Clinical Psychology) and Charlotte Field (Research Assistant and student on MSci Applied Psychology) Overview To improve access to psychoeducational materials by addressing the diverse needs of those accessing Improving Access to Psychological Therapy (IAPT) services. We worked on creating materials that could be used to describe […]

Using Psychological Techniques to get the most out of your Feedback

Zainab Abdulsattar (student – Research Assistant), Tamara Wiehe (staff – PWP Clinical Educator) and Dr Allán Laville,, (Dean for D&I and Lecturer in Clinical Psychology). School of Psychology and CLS. Overview To help Part 3 MSci Applied Psychology students address the emotional aspect of engaging with and interpreting assessment feedback, we have created a Blackboard […]

Developing and embedding electronic assessment overviews

Dr Allán Laville, , Chloe Chessell and Tamara Wiehe Overview To develop our assessment practices, we created electronic assessment overviews for all assessments in Part 3 MSci Applied Psychology (Clinical) programme. Here we reflect on the benefits of completing this project via a student-staff partnership as well as the realised benefits for students. Objectives To […]

Clinical skills development: using controlled condition assessment to develop behavioural competence aligned to Miller’s pyramid

Kat Hall,  School of Chemistry, Food and Pharmacy, Overview The Centre for Inter-Professional Postgraduate Education and Training (CIPPET) provide PGT training for healthcare professionals through a flexible Masters programme built around blended learning modules alongside workplace-based learning and assessment.  This project aimed to evolve the department’s approach to delivering one of our clinical skills workshops […]

Electronic Management of Assessment: Creation of an e-Portfolio for PWP training programmes

Tamara Wiehe, Charlotte Allard & Hayley Scott (PWP Clinical Educators) Charlie Waller Institute; School of Psychology and Clinical Language Overview In line with the University’s transition to Electronic Management of Assessment (EMA), we set out to create an electronic Portfolio (e-Portfolio) for use on our Psychological Well-being Practitioner (PWP) training programmes to replace an existing […]

‘How did I do?’ Finding new ways to describe the standards of foreign language performance. A follow-up project on the redesign of two marking schemes (DLC)

Rita Balestrini and Elisabeth Koenigshofer, School of Literature and Languages, r.balestrini@reading; Overview Working in collaboration with two Final Year students, we designed two ‘flexible’, ‘minimalist’ rubric templates usable and adaptable across different languages and levels, to provide a basis for the creation of level specific, and potentially task specific, marking schemes where sub-dimensions can be […]

Working in partnership with our lecturers to redesign language marking schemes

Sian Wells (BA French and Italian) and Sophia Acton (BA Italian and Spanish) During the Spring and Summer term of 2019, we participated in a project within the Department of Modern Languages and European Studies (MLES, now Department of Languages and Cultures) with the aim of redesigning the marking schemes used for oral and written […]

Capturing and Developing Students’ Assessment Literacy

Hilary Harris, Maria Danos, Natthapoj Vincent Trakulphadetkrai, Stephanie Sharp, Cathy Tissot, Anna Tsakalaki, Rowena Kasprowicz – Institute of Education Overview The Institute of Education’s (IoE) T&L Group on Assessment Literacy worked collaboratively with 300+ students to ascertain the clarity level of assessment criteria used in all programmes across the IoE.  The findings were used […]

Improving assessment writing and grading skills through the use of a rubric – Dr Bolanle Adebola

Dr Bolanle Adebola is the Module Convenor and lecturer for the following modules on the LLM Programme (On campus and distance learning): International Commercial Arbitration, Corporate Governance, and Corporate Finance. She is also a Lecturer for the LLB Research Placement Project. Bolanle is also the Legal Practice Liaison Officer for the CCLFR. OBJECTIVES For students: […]

An evaluation of online systems of peer assessment for group work

Cathy Hughes and Heike Bruton, Henley Business School Overview Online peer assessment systems were evaluated for their suitability in providing a platform to allow peer assessment to be conducted in the context of group work. Objectives To establish the criteria against which peer assessment systems should be evaluated. To evaluate the suitability of online […]

Reviewing assessment and feedback in Part One: getting assessment and feedback right with large classes

Dr Natasha Barrett, School of Biological Sciences Year(s) of activity: 2010/11 Overview Objectives Review the quantity, type and timing of assessments carried out in compulsory modules taken by students in the School of Biological Sciences. Recommend better practices for assessment and feedback. Context The massification and marketisation of Higher Education means that it is […]

Managing transition to the MPharm Degree

Dr John Brazier, Chemistry, Food and Pharmacy Overview The MPharm degree at the University of Reading has a diverse student cohort, in terms of both ethnicity and previous academic experience. During the most recent development of our programme, we have introduce a Part One assessment strategy that is focused on developing an independent learning […]

Engaging Diverse Learning Communities in Partnership: A Case Study Involving Professional Practice Students in Re-designing an Assessment

        Lucy Hart (student – trainee PWP)-  Tamara Wiehe (staff – PWP Clinical Educator)- Charlie Waller Institute, School of Psychology and Clinical Language Sciences Overview This case study re-designed an assessment for two Higher Education programmes where students train to become Psychological Wellbeing Practitioners (PWP) in the NHS. The use of […]

Making full use of grademark in geography and environmental science – Professor Andrew Wade

  Professor Andrew Wade is responsible for research in hydrology, focused on water pollution, and Undergraduate and Postgraduate Teaching, including Hydrological Processes OBJECTIVES Colleagues within the School of Archaeology, Geography and Environmental Sciences (SAGES) have been aware of the University’s broader ambition to move towards online submission, feedback and grading where possible. Many had already made […]

Introducing online assessment in IFP modules – Dr Dawn Clarke

OBJECTIVES Colleagues within the IFP wanted to improve the student assessment experience. In particular we wanted to make the end to end process quicker and easier and reduce printing costs for students. We also wanted to offer some consistency with undergraduate programmes. This was particularly important for those students who stay in Reading after their […]

Using Quickmarks to enhance essay feedback in the department of English Literature – Dr Mary Morrissey

Within the department, I teach primarily in Early Modern and Old English. For more details of my teaching please see Mary Morrissey Teaching and Convening My primary research subject is Reformation literature, particularly from London. I am particularly interested in Paul’s Cross, the most important public pulpit in sixteenth and seventeenth-century England. I retain an interested in early […]

MOVING TOWARDS E-ASSESSMENT: The Use of Electronic Submission and Grading on the Academic Skills Module – Svetlana Mazhurnaya

I have been teaching English for over 15 years. I worked on EFL courses in Russia and the UK between 2000 – 2012. I started teaching English for Academic Purposes in 2013 when I joined the International Foundation Programme at the University of Surrey. I have been working as an EAP tutor at the University […]


Dr Geoff Taggart is a lecturer in the Institute of Education and Programme Director for the Early Years Practice programme at Reading. As part of his secondment to the EMA programme, Geoff decided to run a focus group with students from the IoE to gather perspectives on electronic feedback and grading methods. OBJECTIVES To identify […]

Using rubrics to transform the marking and feedback experience – Professor Will Hughes

Professor Will Hughes has extensively used rubric grids within Grademark across of all of his modules to significantly enhance student engagement with his feedback, student understanding of his marking criteria and student attainment in subsequent essays whilst making his own experience of marking more efficient. My research interests include the control and management of building […]

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 2)

Dr Madeleine Davies and Michael Lyons, School of Literature and Languages Overview The Department of English Literature (DEL) has run two student focus groups and two whole-cohort surveys as part of our Teaching and Learning Development Fund‘Diversifying Assessments’ project. This is the second of two T&L Exchange entries on this topic. Click here for the first entry which outlines how the feedback […]

Using grademark to write high quality feedback more rapidly in the school of law – Dr Annika Newnham

Dr Newnham is the module convenor for LLB Family Law. Her areas of interest include, Child Law, Autopoietic Theory, The Common Intention Constructive Trust. Since 2015, Annika has gradually personalised the ‘Quickmarks’ function within Turnitin Grademark to be both discipline specific and also assignment specific. In addition, Dr Newnham has also developed a lengthy comments […]

Feedback via audiofiles in the Department of English Literature – Professor Cindy Becker

Cindy Becker is the Director of Teaching and Learning for the School of Literature and Languages and also teaches in the Department of English Literature. She is a Senior Fellow of the Higher Education Academy and has been awarded a University of Reading Teaching Fellowship. She is an enthusiastic member of several University Communities of […]

Changing the assessment experience of professional staff in SAPD – Emily Parsons

Emily Parsons is a Senior Programme Administrator in the School of Agriculture, Policy and Development (SAPD). Online assessment has been adopted throughout the SAPD, impacting academic and non- academic colleagues. In this case study, Emily outlines the experiences of her Support Centre team working with SAPD as an Early Adopter School. OBJECTIVES To reduce the administrative […]

Reflecting on change and the management of non-standard submissions in Typography – Dr Jeanne-Louise Moys

Jeanne-Louise teaches design practice, theory and research skills across a range of genres and platforms. She is the Programme Director for the MA Creative Enterprise and the Pathway Lead for the MA Communication Design (Information Design Pathway). OBJECTIVES Typography has been keen to continue to support the move from offline to online submission, feedback and […]

Pre-sessional English use of Turnitin’s online marking tool – Rob Playfair, IFP Course Tutor

OBJECTIVES I was interested in improving the efficiency of my marking, and liked the idea of having a digital record of written feedback to students. During the PSE induction for new tutors we were told that the University is moving towards e-feedback over the next few years so it seemed like a useful skill to […]

Rethinking assessment design, to improve the student/staff experience when dealing with video submissions

Rachel Warner, School of Arts and Communication Design Jacqueline Fairbairn, Centre for Quality Support and Development Overview Rachel in Typography and Graphic Communication (T&GC) worked with the Technology Enhanced Learning (TEL) team to rethink an assignment workflow, to improve the student/staff experience when dealing with video submissions. Changes were made to address student […]

Celebrating Student Success Through Staff-Student Publication Projects

Dr Madeleine Davies, Department of English Literature Overview In 2017 I replaced the exam on a Part 3 module I convene (‘Margaret Atwood’) with an online learning journal assessment and I was so impressed with the students’ work that I sought funding to publish selected extracts in a UoR book, Second Sight: The Margaret Atwood […]

Engaging students in assessment design

Dr Maria Kambouri-Danos, Institute of Education Year of activity 2016/17 Overview This entry aims to share the experience of re-designing and evaluating assessment in collaboration with students. It explains the need for developing the new assessment design and then discusses the process of implementing and evaluating its appropriateness. It finally reflects on the impact […]

Independent research and research dissemination in undergraduate teaching

Dr. Ute Woelfel, Literature and Languages Year of activity: 2016/17 Overview In order to improve students’ engagement, support their abilities as independent learners, and increase their feeling of ownership for their academic work, elements of independent research and research dissemination through the creation of research posters were included in a Part 2 module. Objectives […]

Connecting with the Curriculum Framework: Using focus groups to diversify assessment (Part 1)

Dr Madeleine Davies, School of Literature and Languages Overview The Department of English Literature (DEL) is organising student focus groups as part of our TLDF-funded ‘Diversifying Assessments’ project led by Dr Chloe Houston and Dr Madeleine Davies. This initiative is in dialogue with Curriculum Framework emphases engaging students in Programme Development and involving them as stakeholders. […]

Using online learning journals

Dr Nicola Abram, School of Literature and Languages Overview This entry describes the use of online Learning Journals on a Part Three English Literature module. This method of assessment supports students to carry out independent research and to reflect on their personal learning journey, and rewards students’ sustained engagement and progress. Objectives To encourage […]

Using screencasts to deliver skills training: a Part One English Literature module

Dr. Nicola Abram, Literature and Languages Year of activity: 2015-6 Overview This entry describes the use of screencasts to deliver skills training on a compulsory Part One English Literature module. As a result of the changes outlined here, every student taking English Literature at the University of Reading will have access throughout their degree […]

Henley Business School staff guide to using Turnitin to aid identifying and dealing with academic misconduct when marking

Edith Rigby, Henley Business School Overview A review of existing University of Reading assessment advice and two staff workshops at Henley Business School to inform a new marker’s guide on fair marking and managing Academic Misconduct. The marker’s guide will specifically cover what to look out for and when and how to use Turnitin […]

Closing the ‘feedback loop’ using Unitu: Student uptake, usage and impact of a new online student feedback platform

Dr Emma Mayhew, Politics, Economics and International Relations Year of activity: 2015/16 Overview PLanT funding was used to research the impact of a new student feedback platform in Politics. Unitu creates an online student forum from which representatives pull issues onto a separate departmental board. Academics can then add responses and show if an […]

Game-based learning using social media

Dr Stanimira Milcheva, Henley Business School Year of activity: 2015/16 Overview We designed a simple game (called the REFinGame) which was aligned with the course material and launched it on Facebook. This approach, which could easily be applied to other discipline areas, was successfully used to enhance student learning and engagement with modules related […]

E-submission, marking and feedback – Pilar Gray-Carlos

OBJECTIVES To facilitate the administrative process in submission of summative assessment To inform module convenors and language teaching fellows of the tools supported by the University LMS Blackboard Learn To provide the opportunity to apply the above tools, gather experience and inform decision on best approaches and best practice To explore usability and applicability of […]

Using wikis for assessed group work in new history modules

Shirin Irvine – TEL Adviser, CQSD Overview For the academic year 2015/16, the Department of History offered a brand-new Part 1 programme as part of the History Project. This resulted in the development of three new core modules. Dr Mara Oliva transformed common practice by using technology to carry out full electronic assessment for her module. […]

Using quickmarks and rubrics in online assessment – Catherine Foley

Catherine Foley is a lecturer in Primary Maths Education in the Institute of Education. She is Director of the Primary School Direct programme which trains people to be teachers whilst they are working in schools. OBJECTIVES Catherine describes her experience of using the Feedback Studio to move from Word-based marking an assignment to full use […]

Developing innovative teaching: The importance of reflective practice

Dr Allán Laville, School of Psychology and Clinical Language Sciences Overview In the training of Psychological Wellbeing Practitioners (PWPs), it is crucial to support students in the development of their reflective thinking and writing skills. Therefore, I implemented the Self-Practice/Self-Reflection (SP/SR; Bennett-Levy, 2001) approach into our PWP training programmes. Impact was measured by asking students […]

Communicating Ancient Sport

Barbara Goff     School of Humanities Overview In my Part 2 module ‘Ancient Sport’ I offer students a choice between a traditional essay and an ‘outreach project’, which requires them to communicate an aspect of ancient sport to a non-academic audience, perhaps for schools or for the general public. Objectives To develop students’ […]

From boning a duck to reflecting on utopia in English Literature: Using blogs in teaching, learning and assessment

Lauren McCann, Centre for Quality Support and Development Chloe Houston, School of Literature and Languages In the 2009 hit film ‘Julie et Julia’, real life American office worker Julie Powell (Amy Adams) spends a year cooking her way through culinary legend Julia Child’s ‘Mastering the Art of French Cooking’ and ‘blogs’ about it. […]

University of Reading custom QuickMarks: 21 new comments to help students act on feedback

Emma Mayhew, Academic Director, EMA Programme Geoff Taggart, Academic Partner, EMA Programme and Associate Professor, Institute of Education Michelle Reid, Study Advisor, The Library When the EMA Programme ran a staff survey earlier this year, we were really interested to see the response to the use of the QuickMark function on Turnitin […]

Sharing the ‘secrets’: Involving students in the use (and design?) of marking schemes

Rita Balestrini, School of Literature and Languages, Overview Between 2016 and 2018, I led a project aiming to enhance the process of assessing foreign language skills in the Department of Modern Languages and European Studies (MLES). The project was supported by the Teaching and Learning Development Fund. Its scope involved two levels of intervention: […]

The EMA Symposium: Sharing Knowledge, Good Practice, and Cake

Dr Madeleine Davies and Dr Emma Mayhew On Tuesday 22nd May 2018, over 150 colleagues from across the university gathered in the Meadow Suite to hear a series of presentations and to engage in conversations about the work that the EMA Programme has been doing to prepare for roll-out of online assessment and feedback. Colleagues […]

Engaging students in the design of assessment criteria

Dr Maria Kambouri-Danos, Institute of Education                                                                                                    […]


The EMA Programme has delivered a new function within RISIS that allows colleagues to see their students’ sub modular marks on the Tutor Card. We have all had access to the Tutor Card for some time and it has provided an invaluable snapshot of a student’s degree history, particularly useful for writing references and for […]

Involving students in the appraisal of rubrics for performance-based assessment in Foreign Languages By Dott. Rita Balestrini

Context In 2016, in the Department of Modern Languages and European Studies (DMLES), it was decided that the marking schemes used to assess writing and speaking skills needed to be revised and standardised in order to ensure transparency and consistency of evaluation across different languages and levels. A number of colleagues teaching language modules had […]

Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better:

Leaner, Cleaner, Greener: How Reading’s assessment data is changing for the better. Dr Emma Mayhew (EMA Academic Director), Dr Madeleine Davies (EMA Academic Partner), Kat Lee (Project Manager, External) The Electronic Management of Assessment (EMA) Programme has been created to deliver the University’s long-term vision for online assessment while improving the underlying processes and supporting […]

Developing our Professional Track

Dr Cindy Becker, Literature and Languages Year of activity: 2015-16 Overview During the summer of 2016 we applied for £300 from the funds of Teaching and Learning Dean Dr David Carter and were awarded the full amount. We were keen to develop our professional development scheme for students in the School of Literature and Languages, […]

LW2RPP – Research Placement Project

Dr. Stavroula Karapapa, Law Overview Research Placement Project (LW2RPP) is a module developed within the School of Law that aims to provide Part Two students with a hands-on experience of the academic research process, from the design of a project and research question through to the production of a research output. It is an […]

Take-home exam

Stuart Lakin, Law Overview In a Part Two Law module, Public Law (LW2PL2), we have moved away from the conventional exam to a take-home exam. We publish the exam paper on Blackboard at an arranged date and time. We give the students approximately 48 hours to complete and submit their answers electronically. The impact […]

Take Home Exam by Dr Stuart Lakin, School of Law

This post has been uploaded to the T&L Exchange, and can now be found at:

Exploring value co-creation (CCV) in the Law Feedback Project at ESLTIS 2016 by Imogen Moore and Laura Bennett, School of Law

Introduction As joint staff leaders (together with Dr Nora Honkala) on the current Law Feedback Project, we recently presented a paper exploring aspects of the project to the second annual Enhancing Student Learning Through Innovative Scholarship Conference, held at University College London on 28-29 June 2016.  This blog post explains a little about the Law […]

Group work: students’ solutions to the challenges by Sonia Hood

Group work is an integral part of assessment at university but students rarely arrive equipped with the skills, experience and knowledge to deal with the challenges they face when working in groups. This can be a cause of anxiety for students and also a time consuming intervention for lecturers. Henley Business School approached Study Advice […]

Flipping the classroom in Meteorology

Dr. Andrew Charlton-Perez, School of Mathematical and Physical Sciences Year of activity: 2015/16 Overview A flipped learning approach to teaching the part 3 and part 4 module, ‘The Global Circulation’ (MT38A/4YA) in Meteorology was developed and tested. This approach was very successful, encouraging students to apply complex ideas to real-world problems. Objectives Develop a new set […]

Using an enquiry-based learning assessed work activity to enhance assessment and feedback

Professor Paul Almond, School of Law Overview A project to encourage students enrolled on a Part Three module within the School of Law, Criminology (LW3CRY), to develop a more sophisticated understanding of the links between criminological theory and policy, through a redesign of the Assessed Work project contained within the module. Results have suggested […]

Improved Neural Network assessment by staged laboratory practicals

Professor Richard Mitchell, School of Systems Engineering Overview Adjustments were made to teaching, assessment, and feedback in a Part Two module within the School of Systems Engineering, Neural Networks (SE2NN11), successfully using three-staged laboratory practicals in order to encourage students to use neural networks on a ‘real world’ application. Making these changes saw an […]

Use of a modified problem-based learning approach in aphasia therapy teaching

Dr Arpita Bose, School of Psychology and Clinical Language Sciences Year of activity: 2011/12 Overview A modified problem-based learning approach was developed and implemented in Communication Impairment 3 (PL2CI3/PLMCI3) within the School of Psychology and Clinical Language Sciences.  While the adoption of this approach was unpopular with students on the module, there was a […]

Improving student engagement with assessment and feedback through peer review

Professor Helen Parish, School of Humanities Year of activity: 2014-15 Overview The project investigated recent research and practice in peer assessment and feedback in order to implement a peer assessment model for use within History, and develop a framework for the adoption of said model in cognate disciplines where evaluation of substantial text-based assignments is […]

Incorporating research seminar series into teaching and learning

Dr Louise Johnson, School of Biological Sciences Overview In the School of Biological Studies a module, Seminars in Biology (BI3S78) was created, utilising the existing research seminar series within the School to structure assessment. The module is easily adaptable for other subject areas, and has proved very popular with students, and has aided in […]

Integrating Facebook into team-based learning

Dr Christopher Voisey, Henley Business School Year of activity: 2014/15 Overview The core Part Two undergraduate module, International Business Management and Strategy (MM272), was redesigned on two pillars: teamwork, and social media (Facebook). Formal student evaluations were high and feedback from focus groups with students was very positive – students found the use of […]

LS1TAL Techniques and Skills for Applied Linguistics: Improving the student experience

Professor Jane Setter, School of Literature and Languages Year of activity: 2014-15 Overview Students and staff worked together during 2014-15 to develop the Department of English Language and Applied Linguistics’ new compulsory Part One module Techniques and Skills for Applied Linguistics (LS1TAL), run for the first time in 2014-15, to make it more interesting, […]

Teaching in a divided classroom: the impact of internationalisation and marketisation on business education

Dr John Latsis, Henley Business School Year(s) of activity: 2013-14 Overview In the postgraduate module Managing People and Organisations (MMM048), provided by the School of Leadership, Organisations and Behaviour, assessment methods were altered in a manner that was mindful of the increased internationalisation and marketisation of UK Higher Education, in order to assist the […]

Working in partnership… by Dawn Willoughby

With ever-increasing speed it seems we have reached that time of year again when teaching is finished, exam results are calculated and our thoughts start to turn from the current academic session to planning for the next one. This offers some time to reflect on successes and think about the areas of teaching where we […]

Tailored formula sheets – the ‘cheat sheet’ idea by Dr Karen Ayres

About 10 years ago I was intrigued when a colleague described taking exams at an Australian university, where he was given a blank sheet of paper on which he could write anything he wanted to take into the exam. He referred to this as a ‘cheat sheet’. I was familiar with both open and closed […]

HOT TIP: Three steps towards inclusive teaching by Dr Patricia (Paddy) Woodman

How many times have you heard people say that the Reading student population is becoming more diverse? But what do they mean and what are the implications? Often they mean that they/we are struggling to cope with what feels like the ever increasingly list of different needs for different ‘types of students’. Any quick skim […]

Talking Feedback: Using video to radically change essay marking by Emma Mayhew

On this day, exactly two years ago, I sat in my study staring at Blackboard. 212 little green symbols were showing in Grade Centre. 212 3,500 word essays needed to be marked in the next three weeks. And they didn’t just need marks. Each of them needed a page of rich, detailed feedback, often crucial […]

Flipped learning in a team-based situation with a dash of TEL by Dr Cindy Becker

This is my new recipe for extending the academic year and helping to welcome our new students. As with any new recipe, some bits of it went really well and some aspects of it were less impressive – and there was one moment when I was in danger of failing to cook up any learning […]

Online peer assessment of group work tools: yes, but which one? By Heike Bruton (a TLDF project)

A short while ago I wrote the post “Group work: sure, but what about assessment? This outlines a TLDF- funded project in which Cathy Hughes and I investigated tools for the peer assessment of group work. Cathy and I have now produced a full report, which is available for download here (Cathy Hughes and Heike Bruton […]

Coursework redesign for an integrated multidisciplinary module

Dr Mark Dallas, School of Chemistry, Food and Pharmacy Overview Within the School of Chemistry, Food and Pharmacy, coursework on a Part Two Pharmacy module, Therapeutics and Medicines Optimisation B (PM2B), was redesigned to reflect the multidisciplinary nature of the new module. In their assessed work, students demonstrated a better appreciation of the interconnectivity […]

Flipping assessment?! by Dr Karen Ayres

Like many colleagues, I have attended a number of interesting talks on the ‘flipped classroom’ approach, whereby, in a role reversal, the main delivery of information takes place outside of the classroom, and the contact time is used instead for reinforcing learning. I haven’t quite identified yet how I can make use of this approach […]

I-TUTOR: Intelligent Tutoring for Lifelong Learning

The University of Reading is a project partner in a prestigious project to develop a multi-agent based intelligent tutoring system to support online teachers, trainers, tutors and learners: I-TUTOR. I-TUTOR, which stands for Intelligent Tutoring for Lifelong Learning is to be applied in open source learning environments, and will monitor, track, analyze and give formative assessment and feedback […]

Using technology to find low-tech solutions by Mary Morrissey

Like a lot of people, I do not consider myself particularly savvy about technology: when I find that something is useful to me, I learn how to use it. That said, I think we can use learning technologies to come up with ‘low tech’ solutions to our teaching needs. Among the advantage is efficiency in […]