A paper from the STEM Annual Conference 2012.
Increasing student numbers poses significant challenges in terms of managing teaching and assessment within the Biosciences. Traditional forms of assessment within the School of Life Sciences at the University of Hertfordshire tended to have an over-emphasis on assessment of learning through laboratory reports essays and end of process exams rather than assessment methods which specifically supported student learning throughout the programme.
Concerns regarding student motivation and performance encouraged the Bioscience staff to take part in the JISC funded Effecting Sustainable Change in Assessment Practice and Experience (ESCAPE) project.
This paper outlines a strategic response to the challenges including the widespread use of electronic voting systems (EVS) automated weekly (and personalised) assessment tasks and technology enhanced peer assessment.
