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29 Jun 2021: In a competitive AHSS category, Dr Kitov's efforts to use formative assessment to deliver improved learning outcomes in the context of the problem-based Economics Tripos received a special commendation

15 Sep 2021: impact on both mental health and on academic attainment, whether disabled students are disadvantaged by the current structure of exams, and the short- and long-term changes that must be made

15 Feb 2021: disciplines about diverse assessment practices, including innovative approaches to traditional exams.

15 Sep 2021: Exams. Content notes are still important in exam situations - perhaps even more so, as students are likely to feel stressed and anxious already. ... In exams like these, students with post-traumatic stress disorder would benefit from:.

12 Aug 2021: The following can be considered types of assessment condition:. [Exam], closed- or open-book (at Cambridge exams are also considered a [In-class assessment. ... Exams. Exams in Cambridge can be considered both a [mode of assessment] and a type of

24 Sep 2021: There is considerable evidence in the sector that high-stakes summative exams disadvantage some students, who do not perform to their best ability. ... Diversified assessment moves away from a reliance on exam-based assessment and instead focus on

25 Jun 2021: She has also overseen the development of, and delivered, the innovative Structured Essay Question Paper (SEQ) in the Final MB Part III exam, and is heavily involved in the School’s

11 Aug 2021: Often, students in these sessions were reevaluating their work practices close to exams, meaning their new work habits had little time to take root before they were assessed.

15 Sep 2021: Report: Assessment Guidance Project (PDF). Assessments are always a source of stress for students, particularly at Cambridge where there is an emphasis on high-stakes exams at the end of every

23 Sep 2021: Both the attainment gap database and the exams results analytics database are searchable for patterns of attainment by student characteristics (gender, ethnicity, disability, school and domicile), but course and college, across

12 Aug 2021: This will necessarily focus on awarding gap data illustrated in the Exam Results Analytics dashboard alongside more local analyses of patterns of assessment design and academic performance within courses.

15 Sep 2021: His lectures set complex scientific material within a rich social, economic and cultural context, in a way that is accessible to students who have typically not studied any humanities since GCSE.

15 Sep 2021: As a result, the module with the most consistent content notes in my final year was by far my highest exam mark.

13 Dec 2021: We are pleased to open registration for the third Diversifying Assessment Forum in 2022.

15 Sep 2021: This was followed by an analysis of the awarding gap data currently available on the Exam Results Analytics dashboard, comparing the gaps course by course. ... However, the initial (limited) findings from the Exam Results Analytics dashboard surprisingly

23 Sep 2021: and A-level score, numbers of A-levels obtained and exam results in the first year of study. ... Though the gapdid reduce when controlling for the outcomes of first-year exam results, it nonetheless remained.

15 Sep 2021: Adjustments, where in place, are mostly thought to be useful, but students struggle with them being solely exam-focused.

27 Sep 2021: As a lecturer, I design formative and summative assessments consisting of essay questions for exams. ... To ensure that these students are not disadvantaged during the exam because they fail to grasp the meaning of new and/or difficult words, I only use

25 Mar 2021: Following the success of the inaugural event last year, we were delighted to welcome nearly a hundred delegates to this year's Diversifying Assessment Forum, held on Tuesday 23 March.

23 Sep 2021: Exam Results Analytics - Tableau.

23 Sep 2021: exams being open-book. introduction of a safety net, which could have an effect because (a) in some subjects students might have better results in year 2 than in year 3

23 Sep 2021: cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialized identity is the most stable predictor of their

24 Sep 2021: It is increasingly recognised that the issues and challenges facing disabled students are complex; they intersect with multiple factors including different equality characteristics, concurrent disabilities, socio-economic status and previous

23 Sep 2021: which cannot be explained by previous education, socio-economic background or other intersecting variables such as gender or postcode: a Black student’s racialised identity is the most stable predictor of