1.
ASSESSMENTUCL
Inspired assessment recipes
Marieke Guy, Digital Assessment Advisor
(m.guy@ucl.ac.uk)

2.
Multiple choice with a difference
AssessmentUCL approach
• Dynamic data options in FLOWmulti – different questions for each student
• Use variables e.g. maths question generator
• Shuffle answers and sections
• Participant and assignment statistics
• Academic integrity at the core of multiple choice question writing
• Scenario based questions or Single Best Answer (SBA)
• Questions that require complex thinking processes e.g assertion
reasoning
• Use variables and parameters
• Use cloze, ranking, hotspot and drawing questions
• Time questions appropriately

3.
Individual assessments
AssessmentUCL approach
• In FLOWassign opportunity to allocate students different papers, or
versions of the papers
• Groups can be set up to support this allocation and the marking process
• A series of assessments are written then distributed to students
• Distribution can be random or by groups
• Assessment question could be a variation on same question,
perhaps assigning students different roles or different data
• Students could reflect on their particular role, or the question
assigned

4.
Video demo or presentation
AssessmentUCL approach
• FLOWhandin allows upload of files up to 5GB in size – only available
media lock space at UCL (stops modification)
• Additional appendix documents can be uploaded as supporting materials
• Videos could be shared with other students by collating – can be bulk
downloaded from AssessmentUCL
• Allows student to demonstrate their competency and skills
• Students pre-record a video of themselves presenting on a given
topic or carrying out a real world skill e.g. hand washing,
identifying species etc.
• Video can be talking head, of an external subject or use
PowerPoint
• Students could work with local organisation and produce a video
that fulfils a brief, or create a digital field guide, or 3 minute pitch,
or TED talk…
• Other option is audio files or podcasts

5.
Commentary on video
AssessmentUCL approach
• Video integration available using the text editor – can link to YouTube,
Vimeo or other
• Video questions pre-recorded by academic
• Video or audio response question type
• A pre-recorded real world video is shared
• This could be a ‘how to do’ video with error or inconsistencies, or
a walkthrough of an area, 2D video or medical footage
• Video has no audio
• Students are asked to record press play on video and then record
an in time audio sound track
• A written text box can also be offered as an alternative to the
audio

6.
Group activities
AssessmentUCL approach
• AssessmentUCL supports groups – students can choose own group and
invite other students with notification by email, or be allocated groups by
manager
• Hand in as a group paper (each group hands in one paper) or individual
papers (each participant in a group hands in an individual paper)
• Students work together on a report or presentation activity
• Activity could involve different roles and tasks
• Opportunity for some form of peer assessment activity and
reflection after the group activity has taken place
• Students can submit a group report or each submit sections of a
final report

7.
Mock scenario
• Students are shown snippets of scenarios (video content, audio
files, images and reports)
• Allows students to respond to real-life scenarios
• Students asked for opinions on scenarios using multiple choice or
free text
• Examples could be court room scenarios, business meetings or
medical situations
• Some scenarios could use multiple video streams providing the
opportunity to see the situation from multiple angles
AssessmentUCL approach
• Video integration available using the text editor – can link to YouTube,
Vimeo or other
• Additional files can be linked to in question text or added in using the
question layout in FLOWmulti

8.
Q&A session
AssessmentUCL approach
• Video integration available using the text editor – can link to YouTube,
Vimeo or other
• Video questions pre-recorded by academic
• Video question type
• Students record responses to a set of pre-recorded questions
• Could be used in a medical setting e.g. for pharmacy dispensing
• Responses are marked on set criteria
• Online role play activity with scenario

9.
Industry case study
AssessmentUCL approach
• FLOWhandin allows upload of files up to 5GB in size – only available
media lock space at UCL (stops modification)
• Additional appendix documents can be uploaded as supporting materials
• Use of FLOWseries - several educational activities that culminate in a final
assessment
• Case study written for a programme video content, audio files,
images and reports)
• Industry relevant and authentic
• Can be reused in many ways across years and levels
• Journey through curriculum
• Fictionalised examples and tasks

10.
Improved feedback
AssessmentUCL approach
• Use of rubrics for marking – standard or custom
• Audio or video feedback – added within rubric or as an uploaded file
• Feedback for paper or assessment
• FLOWsentiment analysis
• Students benefit from clear criteria and marking guidance
• Focused and intrinsic feedback
• Cohort feedback
• Digital literacy
• Compassionate feedback

11.
Portfolio
AssessmentUCL approach
• Use of FLOWseries - several educational activities that culminate in a final
assessment. Series of flows over a period of time and a custom set of
requirements that the participants must fulfil to access the final flow
• Supports assessment platform stocking by offering a marking matrix for
assessments in other platforms (where student submits a URL to that
platform, e.g. Reflect, Mahara)
• Students collate and curate different content (digital files, report
etc.) and submit as a digital portfolio
• Portfolio includes final reflection piece on work
• Rationale for items collated
• Ideas include work placement diary
• Use of Mahara or Reflect blog

12.
Infographic
AssessmentUCL approach
• FLOWhandin allows upload of files up to 5GB in size
• Additional appendix documents can be uploaded as supporting materials
• Drawing question type allows upload of images
• Students create infographic related to a specific theme or subject
• Use of data sources
• Need make design choices
• Use of Office tools to create
• Supplement infographic with narrative

13.
Rethinking coursework
AssessmentUCL approach
• Use of FLOWassign for Turnitin integration
• Additional appendix documents can be uploaded as supporting materials
• FLOWmulti allows section based marking
• Moving away from essay questions to more authentic written
content e.g. email writing, report writing, data analysis, write a
press release, tweets, newspaper article
• Scenario based questions rather than googlable questions that
can be pre-written
• Analysis questions that have academics integrity as part of the
question
• Redesign of assessment using ABC model

14.
Online marking
AssessmentUCL approach
• Marks uploaded directly to SITS/Portico
• Use of rubrics and marking sheets, audio feedback, cohort feedback using
comment on paper, upload files
• Granular settings - annotations can be shared with co-assesors and
students
• Assessor groups
• Mark online and share directly with the student
• Online annotation – comments, drawings, summaries
• Online marking can be viewed by co-markers, students and
External Examiners
• Feedback can be shared with cohorts