Welcome

Active pedagogies define mechanisms for teaching which are interactive and dynamic and where student learning is actively constructed through the process.

In assessment for learning, the first priority in design and practice is to serve the purpose of promoting students’ learning.

Learning enhanced by the use of ever evolving technology to aid individual and collaborative work is called digital learning.

Inclusive learning recognises all students’ right to an educational experience that respects diversity, enables participation and removes barriers to learning for all.

The aims of the Evaluating for Excellence toolkit are threefold. Firstly, to evidence excellent teachers and pedagogic practise. Secondly, to identify individuals who need additional support and development to ensure that their teaching practice is of the highest and thirdly to provide a reflective evaluative toolkit to explore aspects of teaching and learning from different perspectives in order to create a culture of continuous improvement and striving for excellence.

Real examples demonstrating how Durham staff have integrated principles of good practice into their teaching across the institution.

Resilient curriculum principles RC1: Modules will be designed with explicit constructive alignment of learning outcomes, curriculum, and assessment. RC2: Where possible, modules will be designed and delivered using blended learning approach with provision of online asynchronous learning materials and activities alongside synchronous teaching. RC3: The level of curriculum detail included in module documentation should be […]

Self feedback is a guided process in which students evaluate their own work according to marking criteria. It is often combined with self-assessment in a structured formative activity, but can also be a part of summative assessment. Self feedback and assessment are frequently coupled with Peer Feedback and Assessment. Advantages of Self Feedback and Assessment […]