Resources for teachers, students, and anyone interested in learning and teaching.
Teacher’s podcast series
A series of podcast interviews with inspirational teachers from Surrey and beyond.
Simon Lygo-Baker is Senior Lecturer at the University of Surrey and Visiting Professor at the University of Wisconsin. He is the programme director for the Graduate Certificate of Learning and Teaching. His research includes questions related to the values that underpin our actions and the different lenses through which these can be examined and understood.
Dr Joanna Tai is Research Fellow at the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University. She is a Senior Fellow of the Higher Education Academy and co-convenor of the Australian Association for Research in Education (AARE). Her research interests include student perspectives on learning and assessment.
Simon Usherwood is Professor of Politics in the Department of Politics, as well as an HEA National Teaching Fellow since 2015. When he’s not going research on Brexit, he spends a lot of time working on the use of simulation games and other forms of active learning in the classroom. He is co-founder and editor of the Active Learning in Political Science blog.
Dr Sally Baker is a Senior Lecturer in the School of Education and the education ‘focal point’ for the Forced Migration Research Network at The University of New South Wales. Sally’s teaching and research interests centre on language, literacies, transition and equity in higher education, particularly with regard to culturally and linguistically diverse students, and refugee students in particular. Sally is the Chair of the national Refugee Education Special Interest Group for/with students from refugee backgrounds, supported by the Refugee Council of Australia. Sally’s recent book (with Professor Jacqueline Stevenson), Refugees in Higher Education: Debate, Discourse, Practice has been shortlisted for a 2019 American Publishers’ Association PROSE Award.
Case studies of approaches to assessment and feedback from across the University:
- Audio feedback (PDF)
- Consolidating feedback (PDF)
- Developing a student-focused feedback culture (PDF)
- Developing ongoing feedback conversations (PDF)
- Exam feedback (PDF)
- In-class formative feedback (PDF)
- Interactive cover sheets (PDF)
- Pre- and post-task guidance as feedback (PDF).
- Assessment criteria (PDF)
- Designing alternative assessments (PDF)
- Developing students' evaluate judgement (PDF)
- Learning focused feedback (PDF)
- Learning outcomes (PDF)
- Lectures (PDF)
- Marking consistency (PDF)
- Students' self-evaluation prior to submission (PDF)
- Students' understanding of assessment tasks (PDF)
- Supporting connections with student in online learning (PDF)
- Take home exams (PDF)
- Writing inclusive assessment briefs (PDF).