Freedom to learn: de-grading formal assessment
Why do we grade, and what happens when we don't? Katherina Petrou shares what she and her students learned by 'de-grading'
feedback as learning
Latest
Students don’t see feedback as feedback
You may think you're giving ample feedback – so why do student survey answers on the quality and quantity of feedback not rank higher?
Learning & Teaching Forum preview: student feedback literacy
In the lead-up to the Learning and Teaching Forum, Ann Wilson and Marty van de Weyer summarise feedback literacy for students.
From the FFYE Forum: Doing Feedback – making it count
A packed FFYE Forum considered some big ideas in feedback and assessment, with students and staff sharing experience and practice.
Showing 1-4 of 4
Connect
Tags
accessibility
active learning
AI
assessment
authentic assessment
awards
belonging
canvas
collaboration
engagement
equity
events
feedback
FEIT
ffye
First Year Experience
inclusion
Indigenous Graduate Attribute
learning.futures
learning and teaching
learning design
learning design meet-up
learning technology
LX.lab
media
online learning
online teaching
Open Educational Resources
postgraduate learning design
professional development
remote teaching
research
science
student engagement
student experience
students
sustainability
technology
tooltime
UTS Library
UTSOnline
video
WIL
work-integrated learning
zoom