This paper considers feedback in the context of modularised programmes in higher education in the UK. It is argued that the self-contained nature of modular assessment may limit feedback dialogue between staff and students to assignment-specific issues, and may impede student progress towards holistic programme-level aims and outcomes. A feedback…

Background: Silent aspiration (SA)--airway entry of food, drink or other material without a cough response--is common post-stroke. Clinical swallowing examination misses up to 40% of dysphagic patients with SA. This may put these patients at risk of aspiration pneumonia, prolonged length of hospital stay and increased healthcare costs. After…

As part of continued efforts to ensure inclusivity in assessment, OCR has developed a set of accessibility principles for question design in GCSE Science examinations, which has been applied since 2018. The principles are intended to help ensure that all students can demonstrate their knowledge, understanding and skills to the best of their…

Background: The resources used in treatment for sex offenders with intellectual disabilities have had much research attention, but less has been written about how participants are expected to respond (programme mechanisms). Methods: A realist evaluation of seven programmes from the UK, Canada, USA, Switzerland and Germany was conducted. In…

Couple-based interventions that address domestic abuse are an emerging area of practice within the UK. These interventions require a detailed assessment process that can clarify risk and needs and screen out couples for whom such intervention is unsuitable. Steps to Safety is a new intervention, grounded in attachment and trauma theory, for…

The UK's Research Excellence Framework (REF) is a system that is intended to evaluate the quality of the research produced by higher education institutes (HEIs) in the UK in three areas: quality of research outputs; impact of this research beyond academia; and research environment. For the next REF, the funding bodies have reviewed the importance…

In the neo-liberal context of a UK university, responding to student feedback in order to raise student satisfaction levels is important in improving National Student Survey (NSS) scores. This article focuses on the impact of a UK university's new student feedback questionnaire -- for individual modules -- which used the NSS questions. The…

This paper evaluates the findings of a small scale research project into how trainee teachers can use technology for educational purposes. The paper is inspired by an apparent disconnect between the availability of educational technology (abbreviated from here to edtech) and the frequency and impact of its use. Furthermore, the paper aims to…

This article offers a conceptual analysis of collusion, the often overlooked relative of plagiarism in debates on academic integrity. Considered as an inherently social phenomenon, we present the results of a systematic effort to understand the anatomy of collusion. The term's meanings and associated governance practices are compared for contexts…

In 2015, over 40% of UK higher education (HE) institutions employed oral assessment when assessing and awarding fellowship on HE Academy-accredited schemes using the UK Professional Standards Framework. This article develops research on assessed 'professional dialogues' for this purpose. Data collected at four UK institutions, in which 12 assessed…

This pilot study aims to assess the acceptability of Open University's training platform called Gamified Intelligent Cyber Aptitude and Skills Training course (GICAST), as a means of improving cybersecurity knowledge, attitudes, and behaviours in undergraduate students using both quantitative and qualitative methods. A mixed-methods, pre-post…

The issues influencing student engagement with high-stakes computer-based exams were investigated, drawing on feedback from two cohorts of international MA Education students encountering this assessment method for the first time. Qualitative data from surveys and focus groups on the students' examination experience were analysed, leading to the…

In higher education, the principle of constructive alignment for devising teaching, learning activities and assessment tasks is the underpinning concept in curriculum design and development to achieve intended learning outcomes. Student's deep learning is critical and it is the responsibility of the curriculum developer to make sure that synergy…

Drawing extensively on the expertise of teachers of German in universities across the UK, this volume offers an overview of recent trends, new pedagogical approaches and practical guidance for teaching at beginners level in the higher education classroom. At a time when entries for UK school exams in modern foreign languages are decreasing, this…

The research explores the views of teachers about how their teaching is evaluated by others. The tensions between evaluations motivated by the drive to improve practice (school self-evaluation) and evaluation related to external accountability (external evaluation-inspection) are considered, linked to findings and ideas reported in the literature.…