We have been educators for years. But have we ever thought about why we are having exams in our classes? What’s in it for the students? Are exams really necessary? We need to rethink the purpose of exams and to re-evaluate our approach as educators.
Open book exams are, in general, more authentic as assessment tasks. They mimic real world conditions better, and can side-step the memorisation-regurgitation of information for which closed-book exams are notorious. But how do you get them right?
To help you with the new Assessment policy, here's our hand-picked selection of 18 recommended resources for using online assessment tools at UTS.
Going digital can be daunting but you don't need super powers to get on top of it. Take a look at our upcoming workshops and book in today.
UTS is increasing the number of subjects that are available for student enrolment over the summer session. Most subjects will be delivered in the standard, blended format over the 12 week session but some subjects will be delivered in a block mode...
How do we talk about access requirements for mental health, and why is this important?
Raw marks and descriptive statistics are poor guides to what students do and don’t understand in a quiz. Item analysis helps you dive deeper and discover which questions students struggle with.
On average, how many emails do you get from students complaining about group work? How much time do you spend dealing with issues of student collaboration, accountability and time management? If this sounds familiar, you should try introducing students to collaborative platforms for their group assessments.