Re-Engineering Assessment Practices in Scottish Higher Education
Course redesigns
The educational purpose of the project is to develop students’ capacity to self-regulate their learning over the course of the undergraduate degree. This is being achieved through the enhancement of teaching and learning practices that support reflection, self and peer assessment and through devising higher quality, and more strategically aligned, teacher assessment and feedback (i.e. aligned to the development of self-regulation).
The practical goal is to demonstrate ways of reducing teacher workload while improving learning and assessment quality. REAP is targeting first year undergraduate classes as this is where resource constraints have especially reduced assessment and feedback opportunities. Transformations brought about through REAP will be embedded and sustainable. They will be led by academic staff already based within faculties and departments with collaborative support from those with e-learning and technical expertise.
Institutional/Departmental Involvement
During 2006 (Phase I) re-engineering took place within 12 modules/classes across the three partner institutions, distributed across a range of disciplines and faculties. As part of REAP activities in 2007 (Phase II) as well as continuing the original redesigns a further 6 redesigns were being funded.
On the following pages you can find out more information about:
- the University of Strathclyde Redesigns;
- the Glasgow Caledonian University Redesigns; and
- the University of Glasgow Redesigns
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