Inclusive Blended Learning Design: Understanding the assessment criteria 

In this guide:

• Summary
• Activity 1: Preparation
• Activity 2: Peer assessment
• Activity 3: Tutor-led discussion and consolidation

Summary 

This activity introduces students to assessment criteria and learning outcomes before their first assignment is due. 

Duration:

3 hours over 1 week 

Learning outcomes:

• Explain how their assignment will be assessed (i.e. how assessment criteria will be applied to their work).
• Apply assessment criteria as part of a peer-evaluation activity.

Activity 1: Preparation 

• Time: 1 hour
• Student interacts with: content
• Mode: Asynchronous

Activity steps: 

1. Students watch a video of their tutor explaining the principles of the activity and the importance of understanding learning outcomes and assessment criteria before starting working on assignment.
2. Students watch the UAL assessment criteria video.
3. Students read assessment criteria grid for their level.
4. Students look at example of feedback based on sample work. 

Suggested tools and spaces:

• Video recording & PDF 
• PDF and video of assessment criteria
• Moodle 

Facilitation notes:

• An example of past feedback can be annotated by tutor to show students what the main components are.
• Transcript of videos must be included. (Panopto or Stream are recommended to use. Proofread text for any major errors.)
• Guidance material should also be uploaded so that students know what to do next. 

Activity 2: Peer assessment

• Time: 1 hour
• Student interacts with: peers
• Mode: Asynchronous

Activity steps: 

1. The tutor uploads sample of work with sample feedback form onto Moodle.
2. Students fill in feedback form referring to learning outcomes and assessment criteria and post it to forum. 

Suggested tools and spaces:

• Guidance material (PDF)
• Moodle forum 

Facilitation notes:

• Feedback form and guidance material need to be uploaded to Moodle.
• The forum needs to be set up but does not need monitoring from the tutor. Full guidance on how to use the forum should be included on Moodle.

Activity 3: Tutor-led discussion and consolidation

• Time: 1 hour
• Student interacts with: peers, tutor
• Mode: Synchronous

Activity steps: 

1. Students and the tutor share experience as part of a 30 minute Q and A session on Collaborate Ultra.
2. Students further discuss and raise questions on Moodle forum that is moderated by tutor.

Suggested tools and spaces:

• Collaborate Ultra
• Moodle forum 

Facilitation notes:

• Recording of live session to be uploaded; with transcript if possible.
• The forum needs to be set up and needs monitoring from the tutor. The set up should include a note on the frequency of tutor involvement in order to manage student expectations. 

Inclusive blended learning design main page