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Online Assessment using Gradescope

Academics from the School of Physics and Astronomy were among the first members of staff at the University of Leeds to utilise Gradescope, an on-line assessment tool, in response to the recent pandemic. Their expertise led to the dissemination of the practical use and functionality of Gradescope across the wider University, as well as the development of student guidelines which have since been adopted by other STEM Schools.

  1. Samantha Pugh and Duncan Borman, “Adopting Gradescope for Online Assessment” video You Tube (2022)
  2. Alison Voice “Gradescope Ensures Efficient Marking after Abrupt Shift to Online Learning”, Turnitin Case Study (2021)
  3. Pugh, S.L., Voice, A.M., Pittard, E.C.A., Burnell, G. and Durham, H.P., “Gradescope – One year on” Student Education Conference, University of Leeds (2021)
  4. Voice, A.M. and Pittard, E.C.A. “Using Gradescope for Online assessment” LITE Seminar, University of Leeds (2020)
  5. Pittard, E.C.A., “Gradescope Homework Function” Scoping out Gradescope TALENT event, University of Leeds (2020)

Review of reformed Science A Levels

In early 2013 the then Secretary of State for Education asked the Office of Qualification and Examinations Regulation (Ofqual) to implement changes to existing Science and Mathematics A Levels leading to new ‘reformed’ A Levels. The aims of these reforms were to better prepare students for university courses, to allow UK universities to accurately identify the level of student attainment and to provide a benchmark of academic ability for employers.

A summary of the key changes implemented in the reformed Physics and Mathematics A Levels was presented, together with the rational for these changes, and a review of the first three years of exam data given.

  1. Pittard, E.C.A., “Review of Reformed Physics A levels Requirements”, Variety in Chemistry Education and Physics Higher Education Conference (ViCE-PHEC) (2019)
  2. Pittard, E.C.A., “Review of Reformed Physics A Level’ Physics Education Research Group (PERG) Seminar, School of Physics and Astronomy, University of Leeds (2019)

Rethinking University Assessment by Learning from Secondary Education

A Compendium of Assessment techniques in Higher Education: From Students’ Perspectives

The approach taken in compiling this compendium was to consider current assessment techniques that are employed in the discipline areas that were part of the study. These were Biology, Chemical Engineering, Chemistry, Education, and Theatre and Performance. The team of student interns drew upon their own experiences, and further research, to review each of these assessment methods, focusing on skills assessed and advantages and disadvantages from teaching delivery and student experience perspectives, as well as providing opinions from their experiences as students.

  1. Joe Kent-Waters, Olivia Seago and Lydia Smith, “A Compendium of Assessment techniques in Higher Education: From Students’ Perspectives”  Edited by Dr Samantha Pugh

Rethinking University Assessment by Focusing on Program Learning Outcomes

This paper presents a UK perspective on program and assessment design, by focusing on program learning outcomes. It is important, however, to explain the key differences between UK and US university systems and processes for degree design and quality assurance processes.

  1. Samantha L. Pugh, “Rethinking University Assessment by Focusing on Program Learning Outcomes” Association for the Assessment of Learning in Higher Education, Conference Proceedings (2018) pp 93 – 107.

Revision/Assessment/lessons from lockdown

The COVID-19 pandemic necessitated a radical change in the way higher education was conducted over the last two years. While some research has focused on which aspects of remote delivery were well received by students, through this project, Andrew Davies and Rob Purdy are investigating how the rapid switch to remote delivery was perceived by those teaching STEM subjects at the University. An online questionnaire has been developed that will anonymously survey staff opinions on various delivery and assessment methods, controlling for those who were already using remote or hybrid methods prior to the pandemic. In this way, we aim to explore the likely extent to which the pandemic will permanently alter the STEM higher education landscape.