Adopting Cadmus for sustainable feedback and engagement

Continuous feedback has been recognized as a means of facilitating employee development and greater engagement in workplaces. The power of continuous feedback is equally applicable to students in higher education environments. Continuous feedback builds on pedagogical principles of formative feedback (Gedye, 2015), feedforward (Reimann et al., 2019) and assessment for learning (Sambell et al., 2012)Continue reading “Adopting Cadmus for sustainable feedback and engagement”

Virtual Agile Processes: a ‘business not as usual’ approach for group projects at scale

During Covid’s summer break at the end of 2020, the great educational buzz was about how to create a sense of community among our online learners and how to better engage and facilitate learning using virtual tools. Moreover, consistent with the Business School’s recent approach to pedagogical developments, solutions to these problems should be ‘atContinue reading “Virtual Agile Processes: a ‘business not as usual’ approach for group projects at scale”

Transforming Assessment Across Disciplines

Current assessment and progression policies and practices in higher education are primarily dominated by the dichotomy between formative and summative assessments. This blog is based on an ASCILITE 2020 conference paper (Cerimagic and Khanna, 2020), in which my co-author and I discuss using programmatic assessment in a transformative way. We critically reflect on how medicalContinue reading “Transforming Assessment Across Disciplines”

Building Authentic Assessment

Why is authentic assessment important and what perceptions do students have of it? The notion of authentic assessment was first introduced in the 1980’s in an effort to shift away from standardised testing. Remember the multiple choice tests where you would colour in a red circle (A, B, C, or D) with a 2B pencil?Continue reading “Building Authentic Assessment”