Designing Courses: Thinking about Programming Assessments (5’52”)

In this short video (5’52”), Simon touches on three basic principles of programming assessments. The first is that it should be programme wide, the second that assessing outcomes not content provides future flexibility, and the third that summative (or credit-bearing) assessments do not have to be final or terminal assessments. Assessment is one of the most difficult areas for faculty to become comfortable with. Most will have experienced badly designed assessment themselves and their expectations of their academic managers, programme leaders and their students are often low. This is a shame because well-designed assessment can be a pleasure for both students and faculty.

These resources from 2013-2017 are being shared to support colleagues new to teaching online in the face of the COVID-19 pandemic.

Author: Simon Paul Atkinson

30 Years as an academic practitioner, educational developer, educational technologist, e-learning researcher, strategic advisor. Simon is now an Educational Strategst and Consultant. Experienced presenter and workshop facilitator. Formerly the Head of Learning Design at the Open Polytechnic of New Zealand. Previous roles included Associate Dean for Teaching and Learning (BPP University), Academic Developer (London School of Economics), Director of Teaching and Learning (Massey University - College of Education), Head of Centre for Learning Development (University of Hull), Academic Developer (Open University UK)

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