Re-Engineering Assessment Practices in Scottish Higher Education
Business Management
The Caledonian Business School at GCU re-engineered the Business Management module to deepen student learning, whilst improving motivation, enjoyment and engagement Students were assigned the task delivering presentations on pre-allocated themes. To deepen learning and promoted self-regulation and peer-to-peer students were required to integrate multiple choice questions which were to be responded to via an electronic voting system into their presentations. Group work and peer assessment led to marking efficiencies. The results of the completed redesign can be found by following the links listed below:
At a Glance
| Faculty: | Caledonian Business School |
| Class/Course: | Business Management |
| Students: | 100 |
| Technology: | Students use of an electronic voting system (EVS) in course work assessment |
| Assessment Activities: | Increase student engagement and efficiencies in terms of assessment marking time |
| Efficiencies: | Group work and peer assessment led to marking workload efficiencies |
| Learning Gains: | Students reported taking an active part in the assessment had resulted in them approaching learning in a deeper manner. |
Principles in Practice
- Principles in Practice (June 2007)
Staff Involved
- Andy Sharp [a.sharp 'at' gcal.ac.uk]
Publications
- Sharp, A. & Sutherland, A. (2007). Learning Gains…“My (ARS)” - The impact of student empowerment using Audience Response Systems Technology on Knowledge Construction, Student Engagement and Assessment. From the REAP International Online Conference on Assessment Design for Learner Responsibility, 29th-31st May, 2007. Available here