Here are five ways to improve the assessment process for both you and your students...based on the real experiences of five UTS academics.
An exam in a games arcade? Find out how the exam came about, how it helps students learn and how it’s changed the way Tuck approaches his teaching.
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?
This blog post was written to complement a presentation I gave at the 2017 UTS Teaching and Learning Forum where I presented about a subject that I teach in the Master of Education (Learning and Leadership) called Designing Innovative Learning.
How do we talk about access requirements for mental health, and why is this important?
“There is a tremendous difference between learning about physics and learning to be a physicist”