Document Type

Article

Rights

Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence

Disciplines

1.6 BIOLOGICAL SCIENCES, 5.3 EDUCATIONAL SCIENCES

Publication Details

Journal of Perspectives in Applied Academic Practice, 2, 30-39.


Abstract

Engaging students is a difficult task faced by all academics. Student engagement can be achieved by giving ownership of their learning back to the student and by carefully aligning the assessment methodology to the students learning and future employability. To promote learning ownership in this case-study, a group of final year students were involved in the design of the delivery (‘flipped classroom’) and assessment strategy (‘flipped assessment’) of the curriculum. Upon reflection, students noted a deep understanding of their self-selected topic by taking ownership of their learning and their ‘assessment for learning’ within the bounded learning environment. Additionally, students enhanced their soft skills and developed proficiencies appropriate for future employment and lifelong learning.

DOI

https://doi.org/10.21427/D7MC90

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