Author: John Bulaitis
Type: Briefing Report
This paper discusses changes to methods of assessment introduced during the academic year 2007-08 into a History module (Fascist Movements and Regimes in the Twentieth Century) at the University of Essex. It explains the reasoning behind the changes, which introduced more varied types of writing assignments, and outlines the ways in which students engaged with them. After reviewing the student feedback, the paper concludes that new forms of assessment were positive for the student learning process. But the extent to which History students are wedded to one type of writing (the traditional essay) means that many lacked the confidence and skills to carry them out effectively.