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eSTEeM Projects

eSTEeM is providing a mechanism for professional development through practice-based scholarship within a mentored community. Much of our work is organised on a project basis with project management aimed at the delivery of new educational outcomes and scholarship outputs. 

eSTEeM supports a rolling portfolio of approx. 80 active scholarship projects under a number of themes which include:

  • Access, Participation and Success
  • Innovative assessment
  • Online/onscreen STEM practice
  • Supporting students
  • Technologies for STEM learning

To learn more about our projects, please click on the project titles or use the search feature below by entering keywords. To search by the name of a project leader, please use the 'Filter by Project Leader' tab on the right-hand side of this page.

The search found 264 result(s)

Search results

    Assessing 'alternative media' elements: is there a generic model?

  1. Soraya Kouadri Mostéfaoui

    2. Nowadays, new digital technologies provide educators with increasingly diverse opportunities for assessing students’ understanding through media other than conventional text – for example web pages, videos, posters, PowerPoint presentations, podcasts and graphics, all of which can be submitted el

    April 2011 to January 2013

    Evaluation of assessed collaborative wiki activity and comparison with similar collaborative online activities in other contexts

  2. Janet Haresnape

    3. This project centres around an online collaborative activity which was adapted from a face-to-face tutorial activity developed for students on S366 (Evolution).  In the activity, students each provided data, and suggestions about its interpretation, by contributing to a series of wiki pages.  The

    August 2011 to February 2017

    Thresholded assessment: does it work?

  3. Sally Jordan

    4. Many Science Faculty modules have moved from their previous summative continuous assessment to formative but thresholded continuous assessment. The aim of the project was to evaluate this Faculty-wide change in practice.

    May 2013 to September 2014

    How students’ use of language relates to learning, retention and performance in assessment on TU100

  4. John WoodthorpeJim Donohue

    5. This project built on previous work between MCT and WELS (formally FELS) on language use and student attainment at level 1, including in the production of TU100.

    December 2013 to May 2016

    Associate Lecturer and student views of Science Faculty feedback processes

  5. Sally JordanSarah AllmanClaire Rostron

    6. This project was funded by the OU's Study Experience Programme New Models of Assessment and Tuition Project.

    January 2014 to October 2014

    Academic literacy and communicating assessment to students on L1 Science Modules

  6. Claire KoteckiPrithvi Shrestha

    7. This project aimed to understand assessment and how it is communicated to students in Level 1 Science with application across STEM subjects.

    June 2015 to August 2019

    Assessment analytics of student engagement with, and performance on, S217 online quizzes

  7. Andrew Norton

    8. This project used analytics information to investigate student engagement with, and attitudes towards, the online interactive quizzes that form part of S217 Physics: from Classical to Quantum.  

    January 2016 to August 2016

    Use of STACK to generate formative assessment for level 3 Pure mathematics

  8. Hayley Ryder

    9. Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category - Innovative/Original Approach to Teaching.

    October 2016 to November 2019

    Student co-design of confidence-building formative assessment for Level 1 Computing & IT students

  9. Paul PiwekSimon Savage

    10. Winner of the 6th eSTEeM Scholarship Projects of the Year Award 2023.

    June 2019 to June 2022

    Challenges of assessment for a level 3 interdisciplinary module: an AL and student perspective

  10. Jenny DuckworthHarriet Marshall

    11. Student engagement and learning is strongly driven by assessment feedback. On the interdisciplinary module SDT306 (Environment: Responding to Change), tutors grade and provide feedback against learning outcomes (LOs) using a marking grid.

    August 2021 to February 2023

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