Teamwork assessment creates a more comprehensive educational experience by broadening the diversity of skills that students develop. Developing teamwork skills is particularly important due to a recognised skills gap among science graduates. This study investigated student perceptions of developing teamwork skills during their undergraduate…

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

Presentation feedback can be limited in its feed-forward value, as students do not have their actual presentation available for review whilst reflecting upon the feedback. This study reports on students' perceptions of the learning and feed-forward value of an oral presentation assessment. Students self-marked their performance immediately after…

Student engagement has become a key feature of UK higher education, but until recently there has been a lack of data to track, benchmark and drive enhancement. In 2015 the first full administration ran in the UK a range of survey items drawn from the US-based National Survey of Student Engagement (NSSE). This is the latest example of international…

Audits of 23 degree programmes in eight universities showed wide variations in assessment patterns and feedback. Scores from Assessment Experience Questionnaire returns revealed consistent relationships between characteristics of assessment and student learning responses, including a strong relationship between quantity and quality of feedback and…

This paper reports on domestic and international students' perceptions of the influence of group diversity on communication, learning, task performance and assessment grades. The study's methodology involved quantitative and qualitative analysis of surveys (N?=?312), focus group interviews of students (n?=?26) and individual staff interviews…

In this article, we explore the intersecting concepts of fairness, trust and temporality in relation to the implementation of an online peer-to-peer review Moodle Workshop tool at a Sydney metropolitan university. Drawing on qualitative interviews with unit convenors and online surveys of students using the Workshop tool, we seek to highlight a…

The development of assessments that are fit to assess professional competence in higher vocational education requires a reconsideration of assessment methods, quality criteria and (self)evaluation. This article examines the self-evaluations of nine courses of a large higher vocational education institute. Per course, 4-11 teachers and 3-10…