Phil Race

This download shows some of my comments on traditional time-constrained written exams, as in my final manuscript of ‘Making Learning Happen: 3rd edition’ (now at proofs stage and due out in May this year) and a short extract from ‘The Lecturer’s Toolkit: 3rd edition’ (2007) presently being revised for a new edition in 2015. Exams extracts (1154 downloads) There are also extracts from the latter revised source in some recent posts on my site.
(In both books, I then go on to analyse in a similar way many different assessment formats, including structured exams, OSCEs, essays, reports, portfolios, presentations and so on).

I’m drafting a piece about the pros and cons of using track-changes to get feedback to students. Now improved, thanks to Rob Reed, Simon Thomson and Louise Naylor for very helpful suggestions. More suggestions welcome. Track changes feedback (744 downloads) Right file this time!!

Here’s an agenda for discussion, which can lead to better performance in written exams. What do exams really measure (1456 downloads)

I’ve further updated the download on my discussion of seven factors underpinning successful learning, including many of the slides I often use at workshops, and my criticism of the learning cycles approach. Ripples model seven factors (29315 downloads) . This is written up in ‘Making Learning Happen’, (2014), and ;The Lecturer’s Toolkit’ (2015) mentioned in several other things I’ve written.

I know that maintaining order can be difficult, but I am worried about the proposed punishments the Minister mentions, such as picking up litter, tidying up after meals, and writing lines. This is very demeaning to those people who are paid to pick up litter and tidy up after meals – are they being punished? (They are probably not paid much for the work they do anyway). What would happen to anyone who pointblank refused to write lines? You might want to print out this file (if you agree with me) and stick it to notice boards!! lines (636 downloads)

Those of you who know me will know that I am very critical of traditional time-constrained (hand)-written exams for all sorts of reasons. However, many people still need to write exam questions and marking schemes, and the download here may be helpful to them. (This is adapted from the 3rd edition (2007) of ‘The Lecturer’s Toolkit’ [London: Routledge] and I am working up the ideas for the forthcoming 4th edition – do email me with suggestions for improving this topic.  Restored link: Swansea-2014-w.pptx (437 downloads)

Students (rightly) grumble that they don’t get feedback on their assessed work quickly enough. How fast can we do it? Within 24 hours? This is an extract from the 3rd edition of ‘Making Learning Happen’ (2014).   Feedback-in-24-hours-2014-version.docx (699 downloads)

How can we know whether our feedback is working? The attached piece may throw some light on this Feedback versus marks (2180 downloads)

After my workshop in Edinburgh last month, Hazel Christie wrote (and Tweeted)  a lovely blog about what we did with post-its. You can access it here: http://wp.me/p3SRWf-2m 

Great working with you all. Here are the main slides I used Harper Adams (614 downloads) . Sorry to rush you at the end, but I wanted to start you off on an activity which can easily take an hour. I look forward to your homework submissions by 14th Januaary, as explained in the slides. Posted at Sheffield on the way back home.
PS: I’ve just been playing with an electronic post-it tool from www.Padlet.com. You may like to try it too. Could easily be used in lectures.