Activity: Talk or presentation types › Oral presentation
Queen’s University implemented a change to the structure of the academic year that included removing the exam period at the end of semester 1 and focusing more on a ‘progressive continuous assessment model’ across both semesters. The aim of this restructuring was to move away from using exams as the primary mode of assessment and introduce a wider range of methods. The Sport and Exercise Psychology module was introduced to the Level 3 programme in the 2016/17 academic year and used an exam-based assessment. In aligning with the University’s change in structure, a review of the academic literature was undertaken in order to examine the types of assessments that may be used in higher education and to select some that would enable the module’s learning outcomes to be effectively realised while aiming to engage students in productive learning (Gibbs, 2006). The format of the module subsequently included lectures and group work, requiring active participation which is suggested to facilitate learning. The assessment took the form of a written case study assignment (80%) and peer assessment (20%). The allocation of 20% for peer assessment was a deviation from the School’s norms. Forty-three students completed the module review which showed that most students liked the module format. It was clear that students liked the peer assessment aspect of the module and reported increased engagement, interest, enjoyment and learning.
31 Mar 2018
Centre for Educational Development Annual Conference: Creativity and Innovation in Teaching