Activity: Participating in or organising an event types › Participation in workshop, seminar, course
Closed-book examinations have traditionally been the most common method of summative assessment for mathematics and engineering in the UK since it is believed that they offer efficiency and validity. Assessment provides the opportunity for much more than testing abilities. Assessment can provide deep learning opportunities and a chance for feedback/feedforward. Technology has advanced rapidly in recent years, the types of jobs available are changing, and young people learn in different ways today than even a few years ago. Universities are responsible for developing and preparing students for this increasingly complex and challenging world by developing employability skills such as creativity, resilience and problem solving. Assessment strategy should ensure a balance between assessment of learning and assessment for learning, and students’ understanding should be sufficiently deep that they can do more under assessment conditions than follow previously seen methods. This workshop has been designed with the aim of providing a number of ideas and examples of how students can benefit from creative assessment practice in the mathematical sciences and engineering. While not advocating replacement of closed-book exams, this workshop aims to promote awareness, consideration and discussion of methods of assessment beyond the exam by providing evidence of successful practice.