University assessment and quality assurance

In block learning, where time is condensed, students are at a greater risk of falling behind. Here, Kevin Merry explains how formative assessment can drive targeted instruction and enable students to accelerate their learning

By identifying the types of feasible options in assessment and discussing them with your students, you will naturally build their confidence in their assessment, writes Miriam Firth

How can educators make learning and human intelligence visible in the age of GenAI? Abby Osborne and Christopher Bonfield outline a model to rethink assessment and reward non-AI knowledge and understanding

Let’s redefine failure by changing the way we teach, assess and support students and staff. Ibham Veza, Mhadi A. Ismael and Taib Iskandar Mohamad outline how

The ubiquity of artificial intelligence may be affecting students’ cognitive development. Gareth Morris and Bamidele Akinwolemiwa consider how to address this

Applying for and managing of extensions for certain assessments within higher education can be time-consuming and stressful for students and staff. Read about how UEA has implemented a more agile process.

The challenge of digital transformation is one universities must rise to, or be left behind. Amanda Taylor-Beswick advocates for an organisation-wide approach

Identity-verified assessment can be used alongside online tasks to check students’ understanding and foster collaborative learning, writes Carl Sherwood

Putting the emphasis on a deliberate, reflective approach that emphasises clear goals and active engagement is a better way to prepare students for teamwork in their future careers, write William Owen and Leah Chambers

Students using generative AI to write their essays is a problem, but it isn’t a crisis, writes Christopher Hallenbrook. We have the tools to tackle the issue of artificial intelligence