Learning & Teaching Conference 

Getting the Basics Right - Rethinking Assessment and Feedback

Previously, the clinical module lacked student ownership and the assessment strategy was not inclusive of all learning types. Therefore, the module underwent a redesign to ensure inclusivity. The assessment style transitioned from homogeneous artefacts to a diverse range, catering to various strengths. The marking rubric for each artefact was collaboratively developed with students. Moreover, the teaching approach and module management were co-created with the cohort, facilitated by tools such as Padlet and Nearpod. This collaborative process extended to deciding on the topics and teaching methodologies for the second teaching block.