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Category Archives: Baseline
“On second thought, let’s not go to Camelot. It is a silly place.” (King Arthur, in Monty Python and the Holy Grail) Which is rather a silly way to introduce a post on Marking Criteria and Grade Descriptors, but the … Continue reading
I mentioned in an earlier blogpost that dissemination around the baseline report was still going on and that it was a key part of our engagement strategy. This post summarises a few of the activities which have taken place in … Continue reading
It seems a long time since we completed the baseline report but we are still working through all of the dissemination activities we planned around it. This is partly because of the timescales of the committee system but also just … Continue reading
I was at a meeting about something else the other day and one of the Deans present said something which had a lot of resonance to the TRAFFIC project: “whatever new things you ask us to do, they must take … Continue reading
One key area of development for the TRAFFIC project will be electronic submission of work. This is something which was mentioned by all of the focus groups and several interviewees in preparing the baseline report. Many people are already using … Continue reading
In the previous post I mentioned that the baseline report suggests that a consistent template for assignment briefs is needed, supported by clear guidance on assignment task design and size, developing appropriate assessment criteria, and best practice on feedback and … Continue reading
In this post I’m summarising some of what we have said about assessment design in the baseline report. The EQAL (Enhancing Quality of Assessment for Learning, we do like our acronyms) process has placed some constraints on modular structure, which … Continue reading
The aim of the TRAFFIC project baseline report was to provide a critical review of current practice at Manchester Metropolitan University with respect to assessment and feedback. The report is intended to provide a snapshot of a changing landscape; it … Continue reading