Possibility to be more creative / assessment is an interactive part of the learning experience. Make it enjoyable for staff and students. Must consider accessibility issues. Make it applicable to real life.

Split between written assessment (e.g. essays) and online one (e.g. blogs).

Blogs for active and experiential learning (emotional type of assessment, can use hyperlink, not only academic, images, sound files, their owns or others). Labour intensive in terms of marking than standard essay format but very enjoyable.

Could ask the students to do blogs for the portfolios? In which they explain how they have learnt. So we could have two translations (instead of three) and a blog (like a learning journal or Knowledge summary, end of the semester summative assessment). Guidelines on blogging. Keep them private. If the students want to make them public they can.

Peer-assessment for the Wikipedia project: assessed by at least two other classmates. Need precise guidelines (emphasis on teamwork for instance).

What would you write if you were a translator: translations. Already in the assessment for Portfolio and TS1.

What skills do you need as translators: proofreading skills. Could add this in the portfolio (Wikipedia project), they could proofread their translations.

What about Pecha kucha presentations, made available online? Accessibility issues as need to be able to synchronise speech to slides. For TS1 it would replace the mid-term essay, then usual essay of 3,000 words.

RTS stays the same? Annotated bibliography (1,000) + RP (2,500).

TTW: weekly exercises assessed online + essay.

Notes from video on feedback and assessment / Charlotte Bosseaux / An Edinburgh Model for Online Teaching by blogadmin is licensed under a Creative Commons Attribution CC BY 3.0