Brilliant work, as usual @Barts78! I think the route to universities from T-levels should be strengthened, and these examples lead the way!.

Details and slides are now on our research group's page:

Critically, all of these assessment approaches are iterative, with conversations and discussions scheduled during workshops. This creates more opportunities for checking in on students' progress, attitude and wellbeing in their university assessment.

But does this Ai parametrisation work? No.

Ask your favourite LLM and we get a confident assertion like the following (without explicit assumptions, or any evidence of an iterative approach):

I love this because there's a great deal of human judgement on display. For example we could look at modelling a banana: this could be thought of as a circles of variable radii centred along some curve (say a cubic). A bit of fiddling and we get something plausible:

Next year I'd love to do a similar approach in calculus: "Look around campus or your home to find an object to model in 3D. define a surface parametrisation of your chosen object. Write a log of your thinking as you develop your parametrisation.".

Half the marks in our problem solving module were for an account of how they tackled the problem (even if these efforts weren't directly used in their solution), and what they learnt from their mistakes along the way.

Our assessment this year had elements of choice, reflection, and comparison with Ai. In statistics, students chose their own datasets and were then given personalised questions following an initial analysis. Then: write about how their solution was (invariably) better than Ai's.

Our evaluation (questionnaires and focus groups) tell us that our students think written coursework and conversations with lecturers are best to show their ability. Also, they'd welcome grading based on continuous contributions in class and "interview style" discussions.

We also gave students a choice of submission format (written/video/audio/graphical) and the hardware (iPads) to access these alternative formats.

Quick summary:.We removed all exams from our @MiddlesexUni maths degrees in 2021, replacing them with coursework focusing on employability skills (communication/creativity/problem-solving/reflection) and authentic problems (vague, open-ended, but supported by peers and lecturers).

Great to speak yesterday along with @DrAliMegs and @BrendanMasters4, about "authentic no-exam assessment for student wellbeing" at @UniofGreenwich. Thank you @Tony_Mann for the invitation!

Congratulations Deeba! Very well deserved.

RT @Barts78: At @Wonkhe #tslos with @DrAliMegs, @nick_sharples and @DavidGilani hearing the latest insights on student belonging. #teamMDX….

Brilliant, I've just ordered!.

RT @MiddlesexUni: We're delighted to share that Professor @ShanWareing has been appointed as our new Vice-Chancellor. With her visionary….

RT @DrAliMegs: It is good to hear that the innovative approaches used by the #Mathematics team @MiddlesexUni are being disseminated!!!! Gre….

RT @BrendanMasters4: Was delighted to be back speaking at @UniGalwayMaths about our implementation of authentic learning, teaching and asse….

RT @MiddlesexUni: We’re proud to share that we’ve been awarded Silver in the latest Teaching Excellence Framework 🏆 . The overall Silver r….