Shifting the balance between teaching and learning: integrating assessment into the dynamic classroom



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Conclusion

  • Higher Education generally does not draw on best evidence and technology to inform its teaching and embed formative assessment opportunities;
  • We have sufficient evidence, successful examples and the technology to radically improve student learning through teaching and assessment;
  • An essential asset to learning is students’ active involvement including engagement with peers.
  • Process: Trying to model a level of active engagement by the audience including efforts to stimulate high level thinking. Successful????


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