New Tip Sheets: negotiated assessments, rubrics and marking guides, and sourcing and creating digital content

As always, we provide you with an update to the many good practice guides and tip sheets available. If you are keen to determine how to support students to have greater agency in their assessments, the Negotiated assessments tip sheet is for you. The Rubrics and marking guides in FLO tip sheet covers the different methods that can be used within FLO to create, communicate, and use rubrics and marking guides for marking students’ assessment, while the Sourcing and creating digital content tip sheet covers five categories of how to source digital learning resources.

Negotiated Assessment Tip Sheet: This useful tip sheet discusses both the advantages and challenges before providing suggestions on how to implement the following five approaches:

  • Topic area focus
  • Assessment format
  • Evidence provided to demonstrate achievement of learning outcome
  • Focus on alignment with topic learning outcomes
  • Criteria weighting (on rubrics)

The advantages of considering negotiated assessment in group work is also briefly covered.

The Rubrics and marking guides in FLO tip sheet explains the use of three tools availble in FLO: Online rubrics, Online marking guides and the Feedback file. It then provides a table indicating the common benefits and limitations associated with each of these.

The Sourcing and creating digital content tip sheet covers five categories of how to source digital learning resources:

  • University-managed electronic resources
  • Open educational resources (OERs)
  • Building your own resources
  • Accessing printed publications, mass media and other copyrighted material
  • Purchasing commercial content

The tip sheet is arranged so that the most preferred (electronic subscriptions) are discussed first. Then moves to the least preferred (commercial content)> the analysis of resources is based on current resources and support, costs to the University and students, and accessibility.

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