Items with Tag: Assessment
Practices, OSCEs and chatbots, last gasp publications from 2020
5 March 2021
I’m playing with two threads in my thinking about higher and professional education. Firstly, sociomaterial/practice-based understandings of the world (that is, the entangled nature of things and spaces and people and activity). Secondly, as part of this entanglement, the omnipresent nature of technology and how it influences learning and working.
The CRADLE Development Partner Scheme & FAQs
15 February 2021
In 2019, CRADLE started a new initiative to expand our ability to work with academics...
CRADLE 2020 publications round-up – Part 1: Assessment / Evaluative judgement
7 December 2020
As 2020 draws to a close, we asked the CRADLE team to look over their...
An update on re-imagining exams: our NCSEHE-funded project
24 November 2020
It’s been three months since I last wrote about the NCSEHE grant for the CRADLE...
Suggestions for using remote proctored exams
17 November 2020
Remote proctored exams (aka online invigilated exams, supervised online exams etc) are the focal point...
Two days, two CRADLE seminars: Defending and re-imagining assessment
27 October 2020
As part of a double bill jointly presented by CRADLE and Transforming Assessment, CRADLE’s A/Prof....
