Peer review of formative blog posts
Who? Dr Michaela Oliver, Assistant Professor in the School of Education What? First-year undergraduate module of over 140 students, comprised…
feedback
Assessment for Learning Conference
In 2024, the Durham Learning & Teaching Conference theme was ‘Assessment for learning’. Our keynote speaker and colleagues from across…
Self Feedback
Self feedback is a guided process in which students evaluate their own work according to marking criteria. It is often…
Marking Criteria Literacy
Who are marking criteria for? Marking criteria and standards aim to make the assessment process more transparent for everyone. For…
Marking Criteria Calibration
Marking criteria calibration involves an iterative process where staff work with samples of student work in order to either create…
Developing Marking Criteria
This advice is based on the Guidance and Support for Marking Criteria Review (internal to Durham University) that was approved…
Giving Feedback Using Screencasts
Giving good, impactful feedback to large classes can be difficult. One possible solution is the delivery of audio and visual feedback…
Peer Feedback and Assessment
Peer feedback is a guided process through which students provide each other with constructive comments on works-in-progress, drafts or finalised…
Inclusive Marking and Feedback
Marking, feedback and feedforward are key aspects of learning and teaching. Through assignments, students can apply the knowledge and skills…
Effective Formative Assessment
This is a short guide to developing effective formative assessment. Formative assessment refers to assessment that is specifically intended to generate feedback…
Delivering Effective Video Feedback
Video feedback is the process of delivering feedback that is captured and delivered to the student in a video format.…
Audio Feedback
Audio feedback can provide an efficient, personalised experience for markers and students. Providing audio feedback to students has been shown…