Recent years have seen an increased emphasis on reflective learning in higher education, and a corresponding incorporation of reflective learning assessments into coursework at both undergraduate and postgraduate levels. Reflecting as an entrepreneur A practical question for educators is, how can we scaffold reflective learning in our teaching to help students develop their reflective competencies,Continue reading “Reflecting on Reflection in Entrepreneurship using EdTech”
Tag Archives: assessment
Adding the Affective to the Cognitive in assessment
TEQSA are about to release guidelines on assessment reform for the age of artificial intelligence. Traditional approaches to assessment were already under threat from contract cheating (Ellis et al., 2020). The advent of generative artificial intelligence agents has exacerbated those challenges. TEQSA’s draft guiding principles call for assessment that allows us to form trustworthy judgementsContinue reading “Adding the Affective to the Cognitive in assessment”
Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 3)
It is critical to (re)define authentic assessment in part because assessment in higher education is deeply broken (as we have discussed in parts 1 and 2 of this blog). The internecine tensions between the assurance and pedagogical aims of assessment have exerted so much stress on the frameworks and foundations of our practice. The result is that the emotionalContinue reading “Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 3)”
Developing the reflective student-entrepreneur by integrating reflection into assessments
How can we encourage reflexivity among students, so they gain insights from their experiences? This unit utilised a novel and highly effective approach that incorporated reflection into sequenced assessments. What is true knowledge acquisition? “Yo jāgāra tam richa kāmayamante The one who is awake, knowledge seeks her/him out” Rig Veda 5.44.14 Rig Veda’s ancient wisdomContinue reading “Developing the reflective student-entrepreneur by integrating reflection into assessments”
Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)
As we discussed in the first part of this blog, the practices of assessment in higher education have been problematic for decades. From a student experience perspective, assessment is the root cause of significant institutional administration burden and stress. It is also at the centre of student angst in the form of appeals, academic integrityContinue reading “Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 2)”
Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 1)
This three-part blog post will look at the challenges of assessment in modern universities, both in terms of defining it but also deigning and enhancing it to ensure that it can deliver both the benefits of assessment of learning (which institutions require) and assessment for learning (or perhaps changing that common conceptual framing to learningContinue reading “Navigating the dissonances of authenticity in assessment: (Re)defining authentic assessment in business education (part 1)”
Incorporating Generative AI in Authentic Assessments
The emerging use of generative AI has led to concerns about academic integrity (AAIN, 2023). However, instead of bemoaning its use, we argue that in business education, integrating generative AI can provide insightful and practical ways for our students to demonstrate their abilities and contributions to business in ways a machine cannot. Our recent experiences inContinue reading “Incorporating Generative AI in Authentic Assessments”
Bringing calm to the chaos: Using educational theory to reframe AI in higher education
The furore around Artificial Intelligence (AI) and its significance for education and academic integrity can be overwhelming. Opinions abound on the merits and provocations of using (or not) these tools (see for example Bryant, 2023). UNESCO have recently produced this comprehensive report to getting started with ChatGPT and AI and outlines other major challenges includingContinue reading “Bringing calm to the chaos: Using educational theory to reframe AI in higher education”
Adopting Cadmus for sustainable feedback and engagement
Continuous feedback has been recognized as a means of facilitating employee development and greater engagement in workplaces. The power of continuous feedback is equally applicable to students in higher education environments. Continuous feedback builds on pedagogical principles of formative feedback (Gedye, 2015), feedforward (Reimann et al., 2019) and assessment for learning (Sambell et al., 2012)Continue reading “Adopting Cadmus for sustainable feedback and engagement”
Virtual Agile Processes: a ‘business not as usual’ approach for group projects at scale
During Covid’s summer break at the end of 2020, the great educational buzz was about how to create a sense of community among our online learners and how to better engage and facilitate learning using virtual tools. Moreover, consistent with the Business School’s recent approach to pedagogical developments, solutions to these problems should be ‘atContinue reading “Virtual Agile Processes: a ‘business not as usual’ approach for group projects at scale”