Assessment case studies

Browse the list

Below you will find case studies of good practice in assessment at the University of Glasgow. This list will be updated regularly, and you can submit your own case study by in contact. To browse the full list of both assessment and feedback case studies, please see the combined list of case studies.

Keywords

You can also browse the keyword index, where the case studies and the toolkit sections are ordered by keywords.

Relevant Toolkit sections:

► Combined List of Case Studies

► Keyword index

Case study: Summative Co-Assessment

Honours students have the opportunity to become partners in assessment. They self-assess their oral presentation and negotiate their final grade with a member of staff, using their self-reflection as evidence to support their position. The students learn to think critically about their own work, and direct their own goals for improvement.

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Keywords: formative, summative, presentation

Case Study: Designing a Formative Pre-assessment to Aid Performance at a Challenging Summative Assessment

 

 

A three-step formative pre-assessment was implemented in the MSc Global Mental Health Programme to aid students in successfully completing a novel and challenging summative assessment. The pre-assessment entailed the submission of a 500-word draft targeting one specific component of the summative assessment, reviewing and critiquing student exemplars, and reflecting on the attributes of a high-quality submission, learning which they could apply directly to their own summative assignment submission.  By engaging in a set of formative exercises, students were asked to assume the role of peer assessors-thereby developing their analytical and critical thinking skills, as well as becoming well familiarised with marking criteria. The evaluation that was conducted on students’ experiences of the pre-assessment indicated several potential benefits – including an enhanced grasp of summative assessment requirements and more in-depth engagement with the learning material being assessed. This brief case study aims to highlight some of the potential benefits and challenges of implementing this approach across other taught courses-at both undergraduate and postgraduate levels.

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Keywords: Formative, Summative, peer assessment 

Case study: Moodle quizzes in large-class teaching

Moodle is used to facilitate large-class assessment through regular quizzes. The students receive two forms of feedback on their performance: feedback on their performance immediately after the quiz closes, and class-wide feedback two days later. The students learn to identify areas they are struggling with, and engage in continuous learning through the academic year.

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Keywords: MCQ, quiz, summative

Case study: Peer-assessment within group projects

Students participate in group-work, where they have the opportunity to act as both the presenting group and an expert panel to further the discussion with another presenting group. The presentation and expert panel are graded by 2 members of staff and the students then engage in peer-marking. The students are asked to grade the contribution of their teammates, which directly impacts on their teammates’ grades. The students’ individual grade is in proportion to their contribution to the group, encouraging them to contribute more and reflect on their own work.

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Keywords: group work, peer-assessment

Case study: Designing a Formative

A three-step formative pre-assessment was implemented in the MSc Global Mental Health Programme to aid students in successfully completing a novel and challenging summative assessment. The pre-assessment entailed the submission of a 500-word draft targeting one specific component of the summative assessment, reviewing and critiquing student exemplars, and reflecting on the attributes of a high-quality submission, learning which they could apply directly to their own summative assignment submission.  By engaging in a set of formative exercises, students were asked to assume the role of peer assessors-thereby developing their analytical and critical thinking skills, as well as becoming well familiarised with marking criteria. The evaluation that was conducted on students’ experiences of the pre-assessment indicated several potential benefits – including an enhanced grasp of summative assessment requirements and more in-depth engagement with the learning material being assessed. This brief case study aims to highlight some of the potential benefits and challenges of implementing this approach across other taught courses-at both undergraduate and postgraduate levels.

Keywords: formative, summative