Designing assessments that are meaningful, equitable and manageable in UK higher education

Designing assessments for very large classes is often a problematic experience for academic staff, a challenge that is magnified in today’s highly internationalised student environment. In this post, which has been published on the Higher Education Academy website, I discuss the considerations and constraints that must be taken into account when designing assessments that are meaningful, equitable and manageable for both staff and students alike. The post will be of particular interest to the “newbie academic” or those facing the challenges of large class teaching for the first time. You can read the post here

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