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.

Who? Dr Michaela Oliver, Assistant Professor in the School of Education What? First-year undergraduate module of over 140 students, comprised of a very diverse cohort. Students wrote short, formative blog entries in the first term, then took turns writing blogs and writing peer feedback on others’ blogs in the second term. When? Began in the […]

What is Authentic Assessment? There are several definitions of authentic assessment. However, the one that we will be using here is from Lydia Arnold, which considers authentic assessments to be activities that are: It is important not to conflate “real world” with “world of work”. Authentic assessment is about more than just training for the […]