Within that context, the research has specifically developed insights on assessment practice, based on the mismatch between how standards are communicated to students and the reality of those standards in use, including potential solutions to this problem. Twice awarded the department’s Outstanding Teaching assistant award for my work. This book was written to disseminate the early outcomes of this research to practitioners. This was investigated by studying university tutors grading student coursework. Involved in developing a proof of concept collaborative mobile decision-support system to help patients suffering from chronic diseases to self-manage their treatment, funded by the EPSRC.
Two practitioner research studies were undertaken; evaluating interventions designed to increase tutor dialogue with students about assessment criteria, grading and feedback. The quality of the research outputs listed below is reflected in their wide citation in international journals published in the UK and elsewhere. Log In Sign Up. It challenges taken for granted assumptions about shared standards, which are made explicit in written documentation such as learning outcomes, assessment criteria and statements of standards. It was the most read article of November
Involved in the development of a distributed ledger PoC for a major Fortune financial institution. Speak to your tutor if you are unsure about the requirements of a specific piece of work.
Research Subject Area s Education: Your grades will improve as you get used to working at university level, and in the style required by your degree subject. The best marks will go to students who show that they have read around the subject and brought their own analysis and criticism to the assignment. The research indicates that student dissatisfaction may lie in the mismatch between the explicit presentation of assessment expectations to students as analytical and criterion-referenced and the actuality of tacit, holistic, and norm-referenced tutor judgement.
My areas of focus were the development of a module to estimate model-checking bounds, and the merge feature described in the project title. To date, 14 UK universities have used this publication to review their assessment practices and eight have been selected to be part of the HEA pilot scheme. The research has informed institutional and national change programmes: Marked all coursework for both years. I translated poems from Bengali to English, copy-edited chapters, worked with archival material, checked references, purchased copyright for images, and formatted sections of the manuscript.
Delivered seminars and practical sessions in programming practice, applications and data structures, computer systems and artificial intelligence. I would watch documentaries and read articles, but I never read books! The research undertaken by Professor Sue Bloxham and colleagues has had a significant impact on the approach to assessment in Higher Education.
Innearly 2, students voted in the awards, and winners were chosen from across King’s 6, staff.
One reason university students are dissatisfied with assessment is because they think guidance, marking and feedback can be inconsistent or hard to understand. The aim of this project was to develop a tool that abstractly represents software error traces as finite automata.
The award highlighted my coursewor to high-quality student feedback, and came with a number of positive comments from students. Through training and guidance at a wide range of institutions, the insights of the research have had a far-reaching influence on professional practice.
Thank you for the recommendations you gave to me. The revised guidance, out for consultation between May and Augustnotes the interpretive nature of academic judgement; the importance of building shared understanding between staff and students of the basis on which academic judgements are made; and the importance of building students’ assessment literacy given the complex nature of professional judgement: The research was designed to address these problems in grasping tutors’ sense of quality as reflected in their marking standards through assessment guidance and feedback.
Involved in developing coursewor proof of concept collaborative mobile decision-support system to help patients suffering from chronic diseases to self-manage their treatment, funded by the EPSRC. A marked Improvement see 4.
The research is cited in London Metropolitan University’s Institutional University Assessment Framework in terms of encouraging staff to develop students’ understanding of quality and to negotiate and share standards. Understanding grades Degree classifications UK degree classifications are as follows: Professor Bloxham is a member of the advisory group revising the assessment section of the Quality Code for Higher Education chapter on assessment of students, ensuring that the foursework underpins national guidance to staff on good practice in assessment.
It also investigated standards in response to students’ claims that standards were idiosyncratic, inconsistent or hard to understand. Tutored four state-school students from disadvantaged backgrounds on academic essay-writing to gain admission into university. If you need help understanding the exact requirements of your course, contact your tutor for clarification.
Ciursework may coursweork depending on your course and the specific piece of work; so ask your tutor if you are unsure.
Dr Martin Chapman, Research Associate in Data Provenance, King’s College London: Curriculum Vitae
The research began in and continues, and has involved several researchers: Having realistic expectations about your grades will help to reduce the possibility of feeling disappointed with yourself.
I focussed on innovative teaching practices, including automated assessment, practical higher education teaching and student-lead teaching and learning, particularly in relation to the teaching of programming. Remember me on this computer. Sales of books indicate the value kc on the work.