This document discusses various approaches to assessment using AssessmentUCL. It describes using dynamic questions and variables in multiple choice assessments. It also discusses allocating different papers or versions to students, using videos for assessments, group activities, mock scenarios, and providing improved feedback including audio/video. Other approaches mentioned include industry case studies, portfolios, infographics, rethinking coursework, and online marking.

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