"How can we design assessment tasks, so they inspire our students to learn? How can we use assessment to enthuse our learners, and keep them engaged? What are the processes which underpin effective feedback and what are some of the barriers and challenges we face in helping students’ uptake of feedback? How can we approach feedback so that it is meaningful and useful to students, but manageable for ourselves? How far and in what ways do we involve students in the process of evaluative judgment, so they learn to see how they are going while they are working on tasks? These are some of the questions and issues that were explored and discussed in this interactive seminar on engaging students in assessment and feedback processes. Participants who attended this: Explored key principles underpinning the design of Assessment for Learning (AfL) in Higher Education (Sambell et al, 2013), which include assessment for and as learning; Discussed the benefits, challenges and strategies colleagues in different disciplines use to engage learners as productively as possible in assessment and feedback processes; Gained access to practical AfL resources, shared ideas with each other and considered pragmatic tactics to develop students’ assessment and feedback literacy."

"Team based learning (TBL) is an instructional method that puts students into roles of greater autonomy and responsibility for their learning. Groups are collections of individuals. Teams are groups who have developed a shared purpose and sense of collective responsibility. Groups evolve into teams when an instructor creates the proper conditions for effective collaboration. Well-designed tasks plus strategic course design create the conditions and environment that teach group members to listen to one another, value each other's contributions, learn from mistakes, rein in ineffective behaviour, and eventually trust in the team's ability to outperform any given individual. Tom outlined how weekly individual lab exercises were replaced with a semester-long team project and the impact that has had on student learning."

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

"Designing and managing in-class discussions is more challenging than the pause procedure or minute paper, but there is convincing evidence that collaborative learning works. This session will model an in-class discussion and discuss some of the evidence that supports this strategy."

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.

The pause procedure and minute paper are two simple teaching strategies that can be introduced into any lecture. This session will provide examples of their use in action and point to some evidence of their effectiveness.