CONCLUSION

Assessment in higher education is a multi-faceted tool that, when used effectively, supports deep learning and provides valuable feedback for both tutors and students. For tutors, assessment is an essential means for understanding the extent to which deep learning has occurred, provided the assessment methods are aligned with higher-order thinking skills. For students, assessment methods and types heavily influence their approach to learning, which could support deeper engagement and motivation. The conclusion from this research conducted within the animation course at the University of Brighton is not absolute but rather promising as it lends itself to further discourse. The opinion of the researcher is that there is an urgent need for educators to intentionally engage in designing (or rather co-designing with students) variable assessment methods that not only support student learning and retention, but also enhance individual growth by promoting critical thinking, reflection, and application of knowledge.

 

 

Author: Michael E. Chidubem

University of Brighton

Student Number: 23853006

Supervisor: Dr. Jo-Anne Lester

Module: LT765 Enhancing Academic Practice

 (November 2024

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